299 10 3494 https://omeka.ibu.edu.ba/files/original/5a8053aca7a061138d50590f66bbac2f.pdf 5787d619d74c544334bebb2dbe0ad5ab PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo The Process of Foreign Language Acquisition in Azerbaijani Learners of Different Ages Heydar Eminli English language and literature Qafqaz University heidar_em@yahoo.com Abstract:The research paper is dedicated to the process of foreign/second language acquisition in children and adults. The problem of foreign or second language acquisition is not only the research area of applied linguistics, but also psychology, psycholinguistics, TEFL. The process of acquiring foreign language by children and adults, the stages of this process, some problems while acquiring and learning English as a second language by Azerbaijani learners are studied in the paper. People can acquire a second or foreign language under many different circumstances. We may have learned a second language when we began elementary school, secondary school or even university. Moving to a new country usually means acquiring a new language which we call a second language. Also people live in different communities, environments or families in which more than one language is spoken and may acquire two or even more languages at the same time. No doubt that, foreign language acquisition has its historical background and aspects. Current theories of foreign or second language acquisition are based on years of research in a wide variety of fields, including linguistics, psychology, sociology, anthropology, and psycholinguistics. The article concerns one of the most important issues concerning foreign or second language acquisition in both children and adults. Key words: Second language acquisition (SLA), bilingualism, critical period hypothesis, age, cognition We can sometimes wonder how it is possible for a child to acquire two or even more languages at the same time. There are many questions, such as: doesn‘t the child confuse the two languages; how does he learn the grammatical structure of these languages; does bilingual language development take longer than monolingual development; how does acquiring two languages affect to the child‘s cognitive development; and also how does it affect to other areas beyond language? What is the role of environment and community in acquiring or learning a foreign language? There is no doubt that there are some distinctions between children‘s and adults‘ acquiring the second language. At least, young children should build their mother language structure first. Here is the most basic problem in understanding how children learn a language: The input to language acquisition consists of sounds and situations; the output is a grammar specifying, for that language, the order and arrangement of abstract entities like nouns, verbs, subjects, phrase structures. Somehow the child must discover these entities to learn the language. Language acquisition is the study of the processes through which learners acquire language. By itself, language acquisition refers to first language acquisition, which studies infants‘ acquisition of their native language, whereas second language acquisition deals with acquisition of additional languages in both children and adults. The important issue is that whether the biological factor includes capacities specific to language acquisition, which is described as universal grammar. About fifty years, linguists Noam Chomsky and after him Eric Lenneberg have argued for the hypothesis that children have innate, language-specific abilities that make language learning possible and easier and also control the process. 199 But other researchers, including Elizabeth Bates, Catherine Snow, Brian MacWhinney, and Michael Tomasello, have hypothesized that language learning results from general cognitive abilities and the interaction between learners and the community and environment surrounding them.Noam Chomsky originally theorized that children were born with a hard-wired language 199 Chomsky, N. (1975). Reflections on Language. New York: Pantheon Books 611 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo acquisition device (LAD) in their brains.200 He later expanded this idea into Universal Grammar; a set of innate principles and adjustable parameters that are common to all human languages. According to N. Chomsky, the presence of Universal Grammar in the brains of children allow them to deduce the structure of their native languages from ―mere exposure‖. But according to nativism, much of the nativist position is based on the early age at which children show competency in their native grammars, as well as the ways in which they do (and do not) make errors. Some research suggests that infants are born able to distinguish between phonemes in minimal pairs, distinguishing between bit and pit, shop and chop or meat and meet for example.201 Another source of support for this viewpoint is that young children (under the age of three) do not speak in fully formed sentences, instead saying things like 'want cookie' or 'my coat.' However, they do not say things like 'want my' or 'I cookie,' statements that would break the syntactic structure of the phrase, a component of universal grammar. Children also seem remarkably immune from error correction by adults which nativists say would not be the case if children were learning from their parents.202 The term second language acquisition, or L2 acquisition, generally refers to the acquisition of a second language by someone (child or adult) who has already acquired a first language. Bilingual language acquisition refers to the simultaneous acquisition of two languages beginning in infancy, especially before the age of three years. In contrast to the bilinguals, many people are acquainted with a second language after they have achieved native competence in a first language. If we have had the experience of trying to master a second language as an adult, no doubt we found it to be a challenge quite unlike our first language experience. Unlike L1 acquisition, which is uniformly successful across children and languages, adults vary considerably in their ability to acquire an L2 completely. Some people are very talented language learners. Others are hopeless. Most people fall somewhere in the middle. Success may depend on a range of factors, including age, talent, motivation, and whether you are in the country where the language is spoken or sitting in a classroom five evenings a week with no further contact with native speakers. For all these reasons, many people, including many linguists who study L2 acquisition, believe that second language acquisition is something different from first language acquisition. This hypothesis is referred to as the fundamental difference hypothesis of L2 acquisition. Like L1ers, L2ers construct grammars. These grammars reflect their competence in the L2 at each stage and so their language at any particular point, though not native like, is rule-governed and not haphazard. The intermediate grammars that L2ers create on their way to the target have been called interlanguage grammars.203 Let‘s see word order in the interlanguage grammars of Turkic (Azerbaijani, Turkish, and Kirghiz) speakers acquiring English as a second language. The word order of the Turkic languages is Subject-Object-Verb. But in these languages word order may change the place and keep the original meaning the same. However, while transforming the elements of the syntactic structure of the Azerbaijani language into English word order significantly changes, and in the Azerbaijani language as well as in other Turkic languages, auxiliary verb does not exist in the sentence. 1. Arif qapını dôydù. ―Arif door knocked‖ (Arif knocked the door). 2. Arif indi məktub yazır. ―Arif now letter is writing‖ (Arif is writing a letter now). The research shows that Azerbaijani speakers acquire English word order in pieces. During the first stage they use English words but the S-O-V word order of their native language, as follows: Stage 1: My mum a new dress has bought. (My mum has bought a new dress) ―Anam təzə paltar alıb.‖ At the second stage, they acquired SStage 2: Otaq yoldaĢım kredit kartla ôdəməkdə mənə kômək etdi (My) roommate by a credit card to pay me helped. ―My roommate helped me (to) pay by a credit card.‖ At the third stage they acquire the negative forms in the sentence. Stage 3: Mən bu barədə heç kimə heç nə sôyləməyəcəm I about this issue nobody nothing will tell ―I won‘t tell anything to anyone about this issue.‖ At the fourth stage while acquiring possessive pronoun and subject pronoun they encounter with some problems in confusing them as in the following examples: Stage 4: Onun evi Ģəhərin kənarındadır. Onun Ģəhərin kənarında evi vardır. His house is in the suburbs. He has a house in the suburbs. 200 Chomsky, N. (1975). Reflections on Language. New York: Pantheon Books Yang, Charles (2006). The Infinite Gift: How Children Learn and Unlearn All the Languages of the World. New York: Scribner 202 Pinker, Steven (1994). The Language Instinct: How the Mind Creates Language. New York: Harper Collins. 201 203 Fromkin V, Rodman R, Hyams N. 2003. An Introduction to Language, 379-390 612 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo These stages differ from those of children acquiring English as a first language. For example, English children know from the start that language has S-V-O word order. However, like first language learners, second language learners attempt to uncover the grammar of the target language. Although English is included to the group of inflected languages, it has the elements of agglutinative languages quite much. In the English language adjective-noun agreement does not formed as in other inflected languages like Russian, which means from this point of view English does not differ from Azerbaijani and other Turkic languages: а ниже щоусе – ниже щоусес - гяшянэ ев – гяшянэ евляр; an expensive car- expensive cars – bahalı maĢın – bahalı maĢınlar; an interesting book – interesting books – maraqlı kitab – maraqlı kitablar However in Russian which is also belonged to inflected languages the adjective declines with the noun: красивый дом – красивые дома; дорогая машина – дорогие машины; интересная книга – интересные книги. These similar characteristics help the Azerbaijani learners to acquire English as a foreign language faster. Many L2 acquisition researchers reject the idea that L2 acquisition is fundamentally different from L1 acquisition. They point to different studies to show that interlanguage grammars do not generally violate principles of UG, which makes the process seem more similar to L1 acquisition. Second language acquisition (SLA), like first language acquisition, also proceeds in broadly systematic stages. The first stage is called Pre-production (Silent/Receptive) stage. The learners of the target language may have up to 500 words in their receptive vocabulary but they are not yet speaking. Some students will, however, repeat every thing you say. They are not really producing language but are parroting. They can understand and duplicate gestures and movements to show comprehension. Total Physical Response methods will work well with them. The second stage is Early Production. The student understands the main idea of what is communicated, but may not understand every word. He or she will begin to respond in small word groupings and answer yes/no and cognitively undemanding questions that require the repetition of no more than one word (i.e. would you like to drink coffee or tea? ―tea‖). This stage may last up to six months and students will develop a receptive and active vocabulary of about 1000 words. During this stage, students can usually speak in one- or two-word phrases. The third stage is Speech Emergence. Students have developed a vocabulary of about 3,000 words and can communicate with simple phrases and sentences. During this stage there is a shift of emphasis from reception to production. The student begins using simple sentences, improving pronunciation and intonation, and demonstrating and expanding vocabulary. He or she engages in relatively familiar language and tasks (developing initial reading skills, decoding and literal comprehension, writing for personal purposes - reading and writing for operational purposes - writing answers to lower level questions). Those around the learner should encourage any attempt to speak in the second language (L2), and be careful not to discourage or make fun of attempts made. Again, if the speaker is understandable there is no need to correct them on pronunciation. The fourth stage is Intermediate Fluency. At this level the student is developing academic vocabulary, and little information other than teacher and textbook is provided. English language learners at the intermediate fluency stage have a vocabulary of about 6000 active words. He or she is beginning to think in the new language instead of translating from the native language. They begin to use longer sentences and more elaborate speech patterns though they may continue to make errors in the use of new vocabulary and complex grammatical structures. At this stage the student understands academic presentations accompanied by visuals and demonstrations, participates in hands-on science activities, makes models, maps charts, graphs, solves computational and word math problems assisted by manipulatives and illustrations, participates in academic discussions, can make brief oral presentations, can use higher order comprehension skills, understands written texts through discussions, illustrations and visuals, writes simple science reports and answers higher level questions. The fifth stage is Advanced Fluency which takes students from 4-10 years to achieve cognitive academic language proficiency in a second language. Student at this stage will be near-native in their ability to perform in content area learning. Most ELLs at this stage have been exited from ESL and other support programs. At the beginning of this stage, however, they will need continued support from classroom teachers especially in content areas such as history/social studies and in writing. the student understands most (but not all) academic presentations without visuals or demonstrations, makes formal oral presentations, uses higher level reading comprehension skills including inferential and critical reading, reads for information, writes compositions, essays and research projects, solves math word problems without illustrations, and writes answers to higher level questions - can take standardized achievement tests successfully. This is the time to provide some grammar instruction and to present new information and language, including extensive vocabulary development. 613 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo A great deal of the research on non simultaneous second language acquisition, in both children and adults, has focused on the interfering effects of the first and second languages. For the most part, research confirms that the linguistic and cognitive processes of second language learning in young children are in general similar to first language processes. Dulay and Burt found, for example, that 86 percent of more than 500 errors made by Spanish-speaking children learning English reflected normal developmental characteristics – that is, expected intralingual strategies, not interference errors from the first language.204 Hansen-Bede examined such linguistic structures as possession, gender, word order, verb forms, questions, and negation in an English-speaking threeyear-old child who learned Urdu upon moving Pakistan. In spite of some marked linguistic contrasts between English and Urdu, the child‘s acquisition did not appear to show first language interference and, except for negation, showed similar strategies and rules for both the first and the second language.205 Some researches (Hudson, G. 2000; Douglas Brown, H. 2000) show that children acquire the second language quicker than adults do. On the other hand it is quite contrary, it is about cognitive differences: Language learning adults are obviously different from children by already having knowledge of a language: ability to talk about the language and how it works. Adults use this knowledge to try to figure things out. Finally, adults have expectations about learning. They also have metalinguistic knowledge: conscious, analytic, knowledge of their use of language, and also formal knowledge of the terminology of grammar. This gives them the means to learn in conscious and analytic ways seemingly quite different from those of children. Adults are also able to monitor their speech – comparing their utterances with their conscious knowledge, and correcting accordingly. But the learning style of children is more intuitive and we can say, it is more natural. The different learning styles of adults and children have been distinguished as ‗learning‘ and ‗acquisition‘. The conscious and analytic approach of adults has been termed language learning, and the unconscious and spontaneous approach of children language acquisition. There are some reasons for the superiority of child language acquisition. Almost all children fully succeed in learning their first language, whereas many adults fail to learn well the second languages which they study. Children acquire their first language completely fluently and without accent, whereas most adult learners continue to make errors. Adults typically have to work hard at second language learning, whereas children seem to acquire their first language almost effortlessly. It is necessary to note that there is also a biological difference acquiring language between children and adults. It concerns with critical period for language learning. It is a period during which something must be acquired or learned, for after that time the neurophysiological basis for that learning might be lost or weakened. The critical period hypothesis of brain plasticity and learning capacity has been called into question. Other factors may account for differences in adult and child language learning. Children‘s apparently effortless and rapid language acquisition may be explained by the fact that the environment is set up to engage them in frequent and optimal learning opportunities. By contrast, adults seem to have an initial advantage in their learning of vocabulary and syntax, but may never achieve native-like pronunciation. A more modern view of the Critical Period Hypothesis is represented by the University of Maryland, instructor Robert DeKeyser. He argues that although it is true that there is a critical period, this does not mean that adults cannot learn a second language perfectly, at least on the syntactic level. At the present time, the evidence from second language acquisition research has not provided unequivocal evidence for the critical period hypothesis. There is not a simple answer to the question of age and second language – it depends on how we measure second language proficiency. The best researchers can say is that young children generally learn L2 better than older children and adults, at least in the long run. Knowledge of children‘s learning of their first language provides essential insights to an understanding of the second language acquisition. Most of the mistakes that second language learners make are due to interference from their first language. In conclusion, I would like to say that children are luckier than adults in acquiring the second language (curiosity, ambition etc). Moreover, the advantage that younger learners display in some studies may be due to biological changes (or critical period hypothesis), environmental factors, motivation, cognitive changes, or some combination of factors. Clearly, we have much more to learn about how the capacity for language acquisition changes over the life span. While Azerbaijani language is in the group of Turkic languages and is an agglutinative language, and English is inflected and in Germanic language group, due to some similarities in both language structures, the learners of these languages acquire some features of both languages easier. 204 Dulay, Heidi C. and Burt, Marina K. 1974a. Errors and strategies in child second language acquisition. TESOL Quarterly 8: 129-136 205 Hansen-Bede, Lynn. 1975. A child‘s creation of a second language. Working Papers on Bilingualism 6: 103-126 614 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References: 1. Chomsky, N. (1975). Reflections on Language. New York: Pantheon Books 2. Douglas Brown, H. 2000. Principles of Language Learning and Teaching. Fourth edition 3. Dulay, Heidi C. and Burt, Marina K. 1974a. Errors and strategies in child second language acquisition. TESOL Quarterly 8: 129-136 4. Fromkin V, Rodman R, Hyams N. 2003. An Introduction to Language, 379-390 5. Hansen-Bede, Lynn. 1975. A child‘s creation of a second language. Working Papers on Bilingualism 6: 103-126 6. Hudson, G. 2000. Essential Introductory Linguistics. Blackwell Publishers, Oxford, UK 7. Jordens, P. 1988. ―The Acquisition of Word Order in L2 Dutch and German‖ 8. Pinker, Steven (1994). The Language Instinct: How the Mind Creates Language. New York: Harper Collins. 9. Yang, Charles (2006). The Infinite Gift: How Children Learn and Unlearn All the Languages of the World. New York: Scribner 615 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 91 Title A name given to the resource The Process of Foreign Language Acquisition in Azerbaijani Learners of Different Ages Author Author Eminli, Heydar Abstract A summary of the resource. The research paper is dedicated to the process of foreign/second language acquisition in children and adults. The problem of foreign or second language acquisition is not only the research area of applied linguistics, but also psychology, psycholinguistics, TEFL. The process of acquiring foreign language by children and adults, the stages of this process, some problems while acquiring and learning English as a second language by Azerbaijani learners are studied in the paper. People can acquire a second or foreign language under many different circumstances. We may have learned a second language when we began elementary school, secondary school or even university. Moving to a new country usually means acquiring a new language which we call a second language. Also people live in different communities, environments or families in which more than one language is spoken and may acquire two or even more languages at the same time. No doubt that, foreign language acquisition has its historical background and aspects. Current theories of foreign or second language acquisition are based on years of research in a wide variety of fields, including linguistics, psychology, sociology, anthropology, and psycholinguistics. The article concerns one of the most important issues concerning foreign or second language acquisition in both children and adults. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/f6d5a57ba71de67502eff848692666f9.pdf f1cd51287a41ba495bb84415fc08a399 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The Project Sample Which Provides Personal Development’s Sustainability in Lifelong Learning Assoc.Prof.Dr. Gülten Gümüştekin Dumlupınar University Kütahya Vocational School Abstract: People have to sacrifice from their budget in order to provide their personal sustainable development. This causes to decrease their life standards. However the institutions of the people used to cover this shortcoming with in-service training. Those in-service trainings are not for personal sustainable development thus they are made for covering institutional shortcoming. Whereas the people can provide their personal sustainable development without expending from their own budget by applying their projects to EU Education and Youth Programs so they provide donation. Barely many people have no information about such a program. The Lifelong learning program (LLP) which is included in EU Education and Youth Program donates these kinds of projects. Especially General Education and VET experts and managers study visit program has the quality to provide personal sustainable development. Therefore the project named “The VET in the Dimension of Europe” performed in October 2008 was approached as applied project sample. Keywords: Lifelong Learning, EU, Project, Application, Vocational Education, Study Visit Introduction It was participated to the studying visits called “European Dimensions in Vocational Education” realized in Kielce, Poland in the dates between 13th and 17th October 2008 in the extent of “Studying Visits of the Transversal Programmes in the field of Lifelong Learning Programme (LLP) of the European Union Education & Youth Center Administration, in the name of the Chairman of the Vocational School of Kütahya, Dumlupınar University, Turkey. There were 6 participants of various countries of the studying visits in the topics of “European Dimensions of Vocational Education and Training; Attractiveness of Vocational Education and Training; Accommodation and food service activities”. The manager countries of the visits were; Holland, Turkey, Portuguese, England, Scotland and Bulgaria. Participating a studying visit is both an important tool of learning in the Life Long Education and an exciting experience for the participants. The main objective of a studying visit is sharing the best applications and experiences of both the visitors and the landlord. At the end of the visits the participants are invited to prepare a group report useful for summarizing the participants’ experiments and useful for Cedefop’s convincing what was taught to the non-participants. (Cedefop is the European Agency that promotes the development of vocational education and training (VET) in the European Union). According to the demand of the European Comission, these centres, which are known as National Recourses Centres for Vocational Guidance or shortly European Guidance Centre, are composed of 27 European Union member countries, 4 EFTA (European Free Trade Association) countries, and Turkey as a candidate country for EU membership. Euroguidance aims to contribute to improve the European dimension of General Education and Vocational Guidance and Consulting, to support the European dimension in the field of education, to provide cooperation among the consulting services in different countries, and to contribute to travel around countries in the field of education. It also significantly contributes the exchanges of information among the different countries in the field of Vocational Education and Guidance systems. The main purpose of European Guidance Centre is to contribute to support the European dimension and to prepare the ground for the dissemination of the circulation around Europe by disseminating the information concerning education, career, profession, and guidance.These activities have been carried out by the Centre for European Union Education and Youth Programmes; namely, Turkish National Agency since 2005. That is to say, Euroguidance is carried out by Turkish National Agency Lifelong Learning Programme. The study visits programme for education and vocational training specialists, part of the lifelong learning programme 2007-13 (Lifelong Learning Programme), is an initiative of the European Commission’s 156 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Directorate-General for Education and Culture. Its objective is to support policy development and cooperation at European level in lifelong learning. In terms of the study visits programme for education and vocational training specialists, short-term visit of 5 days, from 13th to 17th October, 2008, is conducted. This study visit is entitled as “ The Vet in the Dimension of Europe”, which is hosted by Kuratorium Oswiaty Association in Kielce, Poland. A particular aspect of lifelong learning, that is the Vet in the Dimension of Europe, is examined. These small group of specialists and decision-makers representing various groups of education and vocational training are from Holland, Turkey, England, Scotland, Portugal, and Bulgaria. They are stakeholders who want to examine a particular aspect of lifelong learning in another Member State. The profile of a participant corresponds mainly to directors of education and vocational training institutions, centres or providers, educational and vocational training inspectors. Study visits are organised locally or regionally and coordinated by the National Agency. They provide a forum for discussion, exchange and learning on themes of common interest and on European and national priorities. By exchanging innovative ideas and practices, participants promote the quality and transparency of their education and training systems. General Education and Study Visits For Education and Vocational Training Specialists The aim of the study visits is to facilitate the exchanges of knowledge and experience among the vocational training specialists around Europe. By exchanging innovative ideas and practices, participants promote the quality and transparency of their education and training systems. Study visits for education and vocational training specialists and decision makers support European cooperation to develop policies for lifelong learning anda re part of the EU’s Lifelong Learning Programme 2007-13 (LLP). Cedefop coordinates the programme at European level for the European Commission since the 1 January 2008. At national level study visits are coordinated by the National Agencies located in the participating countries. Participants are selected by National Agencies of participating countires based on their eligibility, relevance and expected impact. After national agencies have selected participants and communicated the results, Cedefop draws up groups trying to assign participants to groups of their choice, ensuring that the groups consist of representatives of various geographical regions, professional backgrounds and genders. Participants receive a grant from the LLP that contributes to their travel and subsistence expenses. Each group consists of 10 to 15 participants from different countries who represent different education and training systems. They also have different mother tongues and their level of skill in the group’s working language often differs significantly. To become a knowledge society, Europe needs more economic growth, more and better employment and a society that is socially cohesive. To achieve these aims, Europe needs to improve its performance in education and training. This means that all Europeans need to have the opportunity to acquire knowledge, skills and competences throughout their lives. This has made education and training an important policy lever. Therefore, in 2001, education ministers agreed for the first time on a common strategy for education and training. Making learning accessible for all Europeans at all ages and improving the quality and efficiency of education and training were considered top priority. It was also decided to open education and training systems to the wider world. For this purpose, a work programme until 2010 was developed in 2002 known as the Education and training 2010 work programme. Education and training in Europe was to become a quality reference for the whole world. The Education and training 2010 work programme embraced a process which started in 1999 known as the Bologna process. It aimed at restructuring European higher education systems to make them more comparable and compatible. Lifelong learning was made one of the key objectives of the Bologna process in 2001. Recognising its value and important role in achieving the Lisbon objectives, the responsible ministers, the European social partners and the European Commission decided to cooperate closely in vocational education and training (VET). In the Copenhagen declaration (2002), they agreed to make VET more transparent and open and improve its quality. The Copenhagen process aims to make lifelong learning more easily accessible and promote educational, occupational and geographical mobility. VET plays a key role in ensuring lifelong learning and supplying a skilled workforce necessary for a competitive and dynamic economy. With the goal to improve the quality and attractiveness of VET and raise its profile among other fields of education, the following priorities were defined: • give VET a European dimension (improve cooperation between institutions and promote mobility); • make VET more transparent and improve information and gui -dance (develop a credit system to make learning outcomes of VET portable, strengthen policies, systems and practices for lifelong guidance); • promote recognition of qualifications and competences (develop a single framework to help translate qualifications and competences and make them more transparent, support deve - 157 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo lopment of qualifications and competences in economic sectors; develop common principles for validation of non-formal and informal learning); • develop quality assurance in VET (including attention to learning needs of teachers and trainers). In conclusion, a coherent framework for cooperation in education and vocational training has been put in place. As progress reports show, this framework has helped to support national reforms and develop several EU reference tools. Reaching out to all involved is crucial to progress in the areas where a lot remains to be done and to ensure that policy initiatives and tools are implemented across education and training systems. The study visits programme brings together a wide spectrum of education and training specialists and policy-makers to discuss, learn from one another and share experiences in implementing lifelong learning policies in their countries. European Dimension in Vocational Education: The Attractiveness of Vocational Education The study visit , entitled as “European Dimension in Vocational Education: The Attractiveness of Vocational Education”, was held in October 13 to 17 2008 in Kielce, Poland. During the visit, host institution states clearly the objectives of the visit, explains the logic and structure of the programme to the six participating countires; tells the group about the group report and invites the group to select a reporter; accompanies the group during the entire visit; provides opportunities for all partners to participate and share in discussions, make sure all participants are given room to contribute; issues attendance certificates to participants; exercises flexibility and tries to acommodate participants’ interests and needs into the content of the study visit, adapt the programme throughout the visit to ensure quality. In this manner, as a Turkish participant, education system in Turkey is explained; Dumlupinar University and Dumlupinar University Vocational High School are extensively introduced. This study visit in Poland summarizes the practices of host institution. With the contribution of this study visit, it is possible to learn about current vocational education policy in Poland in general and especially in hotel and catering; to learn about examples of good practice; to exchange experiences on vocational education policy; to learn from experiences of organisation and management in hotel and catering. European cooperation is a priority of the Polish educational system. Hotel and catering are dynamic sectors in Poland due to easy access to all European Union countries. Polish workforce is well qualified and is gaining more and more respect on the European market. Swietokrzyski Region with the capital city Kielce is situated in the heart of Poland and is a good example of problems and expectations of vocational education and training in Poland. Lifelong learning program and especially Leonardo da Vinci is a means to integrate the labour market in European Union. Quality and efficiency of vocational education and training, which have been in the focus of our study visit, are also in the focus of the EU policy agenda for education and training. The findings and outcomes of study visit on the quality and efficiency of vocational education and training as presented in the group reports and further discussed during the study visit show that there is a wide participation in vocational training- 16-20 years. Poland appears very open-minded towards European Union and exchanging educational policy and practice. However there is a lack of awareness, knowledge and information among many practitioners of European funding opportunities. Polish education is also undergoing huge change, currently developing improvement. However, education policy is stil traditional, planned, and centralised. Outcomes To sum up, Cedefop invites the participants tos hare the new ideas they acquired during the study visit with heads of their institutions, their colleagues and professional associations. It will be most beneficial if the outcomes of the seminar are communicated to decision-makers at higher levels, for example, to those setting policies at local/ regional or even national levels. Teachers, trainers and school leaders and decision makers should benefit more from the multiple opportunities for sharing good practice and cooperation that the Lifelong Learning Programme presents. The study visits programme as well as Comenius, Leonardo da Vinci and Gruntvig programmes should be more used for information exchange and continuous professional development. In this manner, the outcomes of the study visit will be presented as an academic article in several scientific and academic congress. In order to better disseminate the expected outcomes and results and create a larger network among policy makers and representative organizations, the web portal will be released as a cooperation tool between the partners and dissemination tool. Regarding the impressions and acquisition I got 158 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo during the study visit, lecturers at Dumlupinar University Vocational High School are encouraged to prepare projects particularly in the field of Lifelong Learning Programme. Project working groups have started preparing several projects in terms of Lifelong Learning Programme. References Avrupa Toplulukları Komisyonu, istihdam, sosyal işler ve Eğitim Genel Müdürlüğü, Brüksel, 15/3/85, Ortak Mesleki eğitim Stratejisinin uygulanması, mesleki eğitim uzmanları için eğitim ziyaretleri programı. CEDEFOP: European, Centre fort he Development of Vocational Training, 2008, Study Visit, Group No:378, 13-17 Ekim, Kielce, Poland. http://www.cedefop.europa.eu/, CEDEFOP; European, Centre fort he Development of Vocational Training. http://www.ua.gov.tr, T.C. Başbakanlık Devlet Planlama Teşkilatı, Avrupa Birliği Eğitim ve Gençlik Programları Merkezi Başkanlığı, Türk Ulusal Ajansı, Hayatboyu Öğrenme Programı, Ortak Konulu (Transversal) Programları, Çalışma Ziyareti. 159 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 419 Title A name given to the resource The Project Sample Which Provides Personal Development’s Sustainability in Lifelong Learning Author Author Gümüstekin, Gülten Abstract A summary of the resource. People have to sacrifice from their budget in order to provide their personal sustainable development. This causes to decrease their life standards. However the institutions of the people used to cover this shortcoming with in-service training. Those in-service trainings are not for personal sustainable development thus they are made for covering institutional shortcoming. Whereas the people can provide their personal sustainable development without expending from their own budget by applying their projects to EU Education and Youth Programs so they provide donation. Barely many people have no information about such a program. The Lifelong learning program (LLP) which is included in EU Education and Youth Program donates these kinds of projects. Especially General Education and VET experts and managers study visit program has the quality to provide personal sustainable development. Therefore the project named “The VET in the Dimension of Europe” performed in October 2008 was approached as applied project sample. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/f3f80e74fba549e3a2c4bc7e466cdbdf.pdf 4a0c2cb0a1734f84c97fffbedc3eee52 PDF Text Text Journal of Foreign Language Teaching and Applied Linguistics The Prosody and Quantity of English Compounds Stanimir Rakić Non-affiliated, Serbia Submitted: 17.04.2014. Accepted: 06.11.2014. Abstract Following the earlier works of Booij (1985) and Nespor & Vogel (1986) I provide further evidence that English compounds are made up of prosodic words. The length of the first components must be preserved because they are identical to basic lexical forms. In some other languages, as for example in Serbian, the length of the first components may be shortened because the inclusion of linking vowels can contribute to the building of the required ‘derived environment’ (Kiparsky 1985). This invoking of the strict cyclicity condition is however necessary only for those English dialects in which the accented syllables are not necessarily closed. In this paper I discuss the prosodic status and quantity of English compounds. Keywords: English Compounds, prosodic structure, trochaic shortening, quantity, stric cyclicity The introduction of prosodic phonology has shown that besides grammatical hierarchy there also exists prosodic hierarchy (s. Selkirk 1978, Nespor & Vogel 1982, 1986, Booij 1983, 1985). These hierarchies are in most cases parallel, but still they do not coincide. The parallelism between these hierarchies can be represented as in the following table: (1) prosodic hierarchy grammatical hierarchy segment segment syllable (σ) morpheme foot (F) prosodic word (ω) morpho-syntactic word prosodic phrase (φ) syntactic phrase (Booij 1985, p. 29) According to Selkirk (1978, 1980) the units of prosodic hierarchy are exactly those domains in which phonological rules processes apply. The grammar must determine what relations exist between prosodic and grammatical hierarchies. In the languages such as English and Dutch every syntactic word is usually also a prosodic word, but this is not always the case. Booij (1985, p. 29) notes that in the languages such as English and Dutch the following differences are possible: 267 �The Prosody and Quantity of English Compounds (2a) (b) In compounds every component is an independent prosodic word; Some affixes, which may be denoted as non-coherent, make particular, independent prosodic words. Besides the Dutch examples, Booij cites the following English ones: (3) [blackAboardN]N - (black)ω (board) ω [publicAity]N (publicity)ω [king Ndom]N - (king) ω(dom) ω The first example represents compound components, while the following two are respectively the derivatives with coherent and non-coherent suffixes. The coherent suffix –ity combines with the stem 'public into a prosodic word pu'blicity, while the non-coherent suffix -dom makes a separate prosodic word. With non-coherent suffixes there is no resyllabification across morphem boundaries that mark separate prosodic words. A particularly impressive example is the derivative with non-coherent suffix -achtig in Dutch. In the adjective roodachtig ('reddish') the principle of the maximal onset rule does not apply: (4) roodachtig - (rood)w(achtig)w The compelling evidence is the devoicing of the syllable-final /d/ showing that this segment belongs to the coda, not to the onset – there is no resyllabification over the boundary of prosodic words (Booij, 2002, p. 189). Kiparsky (1979) also cites examples showing that the compound components in English are separate prosodic words. In the following English compounds the principle of maximal onset does not apply: (5a) beef eater - (beef)w(eater)w / *(bee)w(feater) (b) bee feeder - (bee)w(feeder)w In (5a) the components are separate prosodic words – the coda of the first component /f/ does not go over into the onset of the second component, although /f/ is a possible onset, as the example feeder shows. The examples (5a) and (5b) are clearly different as the first /i/ is phonetically shorter in beef than in bee. In this paper we intend to show further evidence that the components of English compounds are separate prosodic words. 2. In many languages the compounds are understood as combining of prosodic words. This means that all phonological rules whose domain is a prosodic word can be applied separately on the compound components, but not on the whole compound. This is true for phonotactic restrictions as well as for segmental and prosodic rules. In English there is a phonotactic restrictions that geminated consonants cannot appear inside prosodic words. The geminated consonants are not possible inside the compound components, but they can appear at the components boundary as is shown in (6): (6) back.cloth /'bæk-kl/ n. big game /bg'gem/ n. bird dog /'b:ddɒg/ n. black comedy /blæk'kɒmdi/ n. fast track /'fɑ:sttræk/ n. goosestep /'gu:s-step/ n. etc. However, in lexicalized compounds degemination is possible. Thus in granddaughter /'grænd:t/, the /d/ from the end of the first component is lost. The simplification of the 268 �Journal of Foreign Language Teaching and Applied Linguistics pronunciation reflects the lexicalized meaning of this compound, which deviates from the compositional meaning implied by the components.1 Another phonotactical restriction refers to the agreement of obstruent in voicing. In the interior of prosodic words the adjacent obstruents must agree in voicing, but at the boundary of components this is not be the case. This property of English compounds may be illustrated with the following examples. (7) back.bit.ing /'bækbatƞ/ n. back.bone /'bækbn/ n. baggage car /'bægdkɑ:/ n. bag.pipes /'bægpaps/ n. band.stand /'bændstænd/ n. bank.book /'bæƞkbk/ n. bank draft /'bæƞkdr:ft/ n. news.stand /'nju:zstænd/ n. etc. These examples clearly show that the given phonotactic restriction does not hold in English compounds, although they do hold in prosodic words. In some lexicalized compounds however the adjacent obstruents may agree in voicing. Thus for newspaper the variant pronunciations /'nju:zpep/ and /'nju:spep/ are possible, but for the noun gooseberry pronunciation is normally /'gzbri/. Note however that newspaper and gooseberry are lexicalized compounds their meaning does not follow compositionally from the meaning of their components. The third known restriction refers to the velarization of nasals in prosodic words. In English, the alveolar /n/ is velarized before velars (e.g.. finger /'fƞg/, uncle /'ƞkl/, pancreas /'pæƞkris/) in prosodic words (Gimson 2001, p. 199). In English compounds velarization does not apply across morpheme boundary: (8) corn.cob /'k:nkɒb/ n. corn.crake /'k:nkrek/ (the bird) n. man.kind /mæn'kand/ n. green.grocer /'gri:ngrs/ n. bean counter /'bi:nkant/ n. pan.cake /'pænkek/ n. etc. In lexicalized compounds velarization can occur as in hand.ker.chief /'hæƞktʃf/ (Allen 1978, p. 129). In English, as in many other languages, syllabification does not apply across the compound boundaries because of the assumed principle that the syllable boundary must coincide with the morphem boundary (Gimson 2001, p. 52).2 Wells, who also assumes this principle, explains this principle in his introduction to the LPD (1990) in the following way: (11) The syllable boundary coincides with the word boundary, and also with the morpheme boundary between the compound components. 1 In American English the compound granddad may be also written grandad, which means that lexicalization is also reflected in the spelling. 2Gimson (2001, p. 244) invokes four criteria for the word division: morphemic, phonemic, phonotactic and alophonic, but he adds that these criteria sometimes do not agree, and then we may additionally use the principle of maximal onset. 269 �The Prosody and Quantity of English Compounds Booij (2007) cites Dutch examples that show that the sequence /lk/ is divided inside prosodic words (e.g. kal.koenen 'turkey'), but is included in the coda if it occurs at the end of prosodic words (e.g. balk 'beam'). When lk is at the end of the first compound component, as for example in balk anker ( 'a support for the beam'), there is no resyllabification across the components boundary, and the sequence /lk/ remains in the coda of the first component. It is not difficult to find similar examples for English: (12a) abundant /.'bn.dnt/ adj. (b) land owner /'lndn/ n. advantage /d.'vɑ:n.td/ n. current account /'k.rnt..kant/ n. franchise /'frn.taz/ n. lunch hour /'lnt. a/ n. bolster /'bl.st/ v. false alarm /f:s.'l:m/ n. alternate /:l.'t:.nt/ adj. adult education /.dlt.e.dj.ke./ n. Moldova /'ml,dv/ field officer /'fi:ld.:fs/ n. Atlanta /t.'ln.t/ n. battleaxe /'bt.l.ks/ n. temper /'tem.p/ n. stamp office /'stmp.:fs/ ,n.  Amundsen /':.mnd.s n/ Land's End /lndz.'end/ In (12a) the underlined consonant sequences nd, nt, nt, ls, lt, ld, tl, mp and ds are divided in prosodic words, while in (12b) they remain in the coda of the first component in compounds because there is no resyllabification across morphem boundary. Note however that there is no resyllabification when the second order suffixes are added, either, even in the cases when they begin with vowels (e.g. land.ed adj., land.ing n., thorn.y adj., stamp.ing n., Booj 1983, p. 267). The impossibility of resyllabification across the morpheme boundary in compounds also affects the realization of affricates in English. The affricates in English are complex segments produced by combining plosives and fricatives. In English these are the combinations /tʃ/, /d/, /tr/ i /dr/. Inside prosodic words, the combinations of these voices are pronounced as affricates, but at the conjunction of compounds they remain separated because they belong to different syllables. Table 1. The place of affricates in prosodic units In the Interior of At the Compound Conjunction Words butcher lightship /t/ /tr/ mattress Footrest /dr/ tawdry Handrail Gimson (2001: 172) The example for the affricate /d/ is difficult to find because only some words of French origin begin with //, and these rarely appear as the second components in compounds. Further evidence that English compounds are not prosodic words is provided by the allophony of the alveolar approximant /l/. In English, the alveolar approximant /l/ appears in two allophonic forms: palatalized and velarized (Gimson 2001, p. 203, Čubrović, p. 2011, 60). In the compounds in which the first component ends with /l/, and the second begins with a vowel, /l/ is not palatalized: (13) battleaxe /'bt.l.ks/ n. barrel organ /'b.r.l.:.gn/ n. capital assets /k.p.tl.'s.et/ n. real estate /'rl..stet/ n. 270 �Journal of Foreign Language Teaching and Applied Linguistics travel agent /'trv.l.ed.nt/ n. waffle iron /'w:f.l.ar.n/ n. bottle opener /'bt.l.p.n'/ n. mail order /'ml.:d./ n. It is possible that in some cases the /l/ from the end of the first component is nonetheless palatalized. This will be the signal that the compound in question is lexicalized – it is understood as one whole. In fact, this is how Booij (1994, p. 8) interprets the observation of Durand (1990, p. 181) that in the compound mail order the /l/ is palatalized. In lexicalized compounds, resyllabification across morpheme boundary is possible, and, as usual in a such cases, the compound mail order is divided in syllables as a monomorphemic word, i.e. mai.lor.der.3 2. The vowel length of the first component in English compounds usually does not shorten, although it may shorten in Serbian and some other languages. In this paper, I try to explain why this shortening is lacking in English. It is well known that in trochaic systems, feet may be ordered by the following hierarchy: (14) (LL), (H) > (HL) > (L), where H denotes heavy syllable, and L light syllable (Prince 1990, p. 8). According to Prince (1990), in trochaic systems the trochaic shortening (HL) → (LL) produces the preferred foot structure because (LL) and (H) are the optimal feet in trochaic systems. The trochaic shortening is a lexical rule that applies in derived environments; however, it never applies in English compounds. In English, each compound component represents a separate prosodic word. As nouns and adjectives in English may contain long vowels, the first compound components may also contain such vowels. In (15), the point marks the syllable division, which normally does not cross the morpheme boundary. (15a) boot.leg /'bu:tleg/ pea.nut /'pi:nt/ cheek.bone /'tʃi:kbn/ (b) auc.tion bridge /':kʃәnbrd/ for.tune cook.ie /'f:tʃәn.kki / (c) ba.na.na peel /bә'nɑ:nәpi:l/ beau.ti.ful /'bju:t.fl/ fea.ture film /'fi:tʃә.flm/ LDCE (2003) In the examples provided in (15), the length of the first components does not shorten. In the examples of (15a), the first components consist of one foot of the type (H), which does not undergo shortening because it is optimal according to the hierarchy (14). In the example (15b) the first components auc.tion and for.tune consist of two heavy syllables (H)(H), and with this foot structure no shorting is possible. The shortening is only possible if there is the foot (HL) in a prosodic word, and the first syllable is not closed. In (15a) and (15b) this condition is not fulfilled. The conditions for trochaic shortening are not fulfilled in (15c), either, because every component behaves as a separate prosodic word that keeps its lexical form. The first components banana /bә.'nɑ:.nә/, beauty /bju:.t/ and feature /'fi:.tʃә/ are lexical words, and the environment in which the 3 In EPD the compound mail order is devided into syllables with mail.or.der where /l/ is velarised. Obviously some dictionaries, as well as some speakers, may differently asses (estimate) whether a particular compound is lexicalized or not. 271 �The Prosody and Quantity of English Compounds length occurs in (15c) has not been changed. The principle of strict cyclicity bans the application of lexical rules in a non-derived environment. Kiparsky (1985) explains that ‘derived environment’ means “an environment which satisfies the structural description of the rule either by virtue of a morphological operation on the same cycle, or by virtue of the prior application of a phonological rule on the same cycle” (p. 137). The domain of foot formation as well as the domain of syllabification is a prosodic word. The first components banana, beauty and feature are respectively divided into feet (bә)F('nɑ:.nә)F, ('bju:.t)F and ('fi:.tʃә)F. The feet ('nɑ:n.ә)F, ('bju:t)F and ('fi:.tʃә)F contain the heavy, but also open, first syllables. The conditions for trochaic shortening are satisfied, but the trochaic shortening cannot apply because the first components of compounds in (15c) do not occur in a derived environment. Therefore, the shortening of the vowel length of the first components in these compounds is not possible. Because of the principle of strict cyclicity, the shortening of the vowel length of the second components in English compounds is also impossible. If the compound is lexicalized, the vowel shortening of the first component may be possible in English. The compound gooseberry is pronounced /'gzbәri/ in the standard which reflects Received Pronunciation. Because of lexicalization, in the basic form /'gu:sbәri/, the adjacent obstruents undergo agreement in voice and the whole word is divided into syllables as a monomorphemic word – gu:.zbә.ri. The first two syllables make up a foot, and the third syllable is extrametrical. In the metrical structure (gu:.zbә)F<ri>, the foot (gu:.zbә)F satisfies the conditions for trochaic shortening which as a result produces the outcome /gu.zbәri/. The alternative pronunciation /'gu:sbәri/ survives in those English dialects in which this compound is not completely lexicalized (s. LDCE). In the pronunciation /'gu:sbәri/, the components are separately divided into syllables, which provides the division 'gu:s.bә.ri. The foot division gives ('gu:s)F(bә)F<ri> where the final syllable is extrametrical. The first foot is heavy, and therefore optimal, which means that no trochaic shortening is possible. In Serbian, the length of the first component in compounds is often shortened, and this shortening is simply accounted for as trochaic shortening in the words with long-falling accents.4 (16) kȓv ’blood’ > kȑvotōk ’bloodstream’ vid ’sight’ > vidokrug ’field of vision’ In (16), the compounds are constructed with a linking vowel -o-, which provides for the required derived environment. The underlying structures for the compounds in (16) are parsed into feet with (kȓvo)F(tōk)F and (vido)F(krug)F. Here the first components fulfill the conditions for trochaic shortening, and the result are the forms kȑvotōk and vidokrug with short syllables in the first component. In (16), the linking vowel has the crucial role as it provides a derived environment. If there is no linking vowel in compounds, the shortening is impossible: (17) prah-šečer ’powdered sugar’, ton-film ’soundfilm’, gol-razlika ’goal difference’ (in sport). In (17), the components keep their accents and length, and, in particular, the first components prah ’powder’, ton ’tone’, gol ’goal’ keep their long-falling accent. In the grammars, the compounds of this type are called semi-compounds (’polusloženice’) because they do not make prosodic words. In standard Serbian, as in the other standard languages based on Neoštokavian dialects of former Yugoslavia, the four different accents are commonly distinguished: short-falling long-falling short-rising long-rising riba ’fish’ grad ’town’ selo ’village’ glava ’head’ The case of the long-falling accent is somewhat more complicated because its shortening involves a change of tone, the reason for which is not completely clear (e.g. hvalospēv ’eulogy’ < hvála ’praise’-o-spêv ’poem’, s. Rakić 2012). 4 272 �Journal of Foreign Language Teaching and Applied Linguistics 3. I must however note that the accent of the words in (15c) is marked differently in different dictionaries. For example, in LPD (1990), the accented syllables are always closed. In this dictionary, the first components in (15c) have the transcriptions banana /bә.'nɑ:n.ә/, beauty /'bju:t./, feature /'fi:tʃ.ә/, where the accented syllables are closed, and no trochaic shortening is possible. On the other hand, in CALD (2008) the same words are phonetically transcribed with /bә.'nɑ:.nә/, /'bju:.t/ and /'fi:.tʃәr/ suggesting that there may exist dialectal differences in the syllabification of these words. In those English dialects in which the accented syllables are not necessarily closed, we are free to recall the principle of strict cyclicity in order to account for the lack of shortening of the first components in compounds, because the conditions for trochaic shortening are fulfilled. The observations made in this paper may have some explanatory value for these dialects only. References Allen, M. (1978) Morphological Investigation. University of Connecticut. Unpublished doctoral dissertation. Booij, G. (1983) Principles and parameters in prosodic phonology. Linguistics, 21, p. 249-280. Booij, G. (1985) The Interaction of Phonology and morphology in Prosodic Phonology. In E. Gussmann (Ed.) Phono-Morphology. Studies in the Interaction of Phonology and Morphology, Lublin, Poland, p. 23-35. Booij, G. (1994) Lexical phonology: a review. In R. Wiese (Ed.) Theorie des Lexikons. Arbeiten des Sonderforschungsbereichs, 282. Düsseldorf, Germany: Heinrich-Heine-Universität, p. 287305. Booij, G. (2007) Construction morphology and the lexicon. In F. Montermini. G. Boyé & N. Harbout (Eds.) Selected proceedings of the 5th Décembrettes Morphology in Toulouse. Somerville, Mass.: Cascadilla Press, p. 34-44. Durand, J. (1990) Generative and Non-Linear Phonology. London: Longman. EPD, English Pronouncing Dictionary (2003) Cambridge, England: Cambridge University Press. Gimson, A.C. (2001) Gimson's Pronunciation of English, 6th edition, revised by A. Cruttenden. London, England: Arnold. Hayes, B. (1995) Metrical Stress Theory. Principles and Case Studies, Chicago, IL: The University of Chicago Press. Kiparsky, P. (1979) Metrical structure assignment is cyclic, Linguistic Inquiry, 10, p. 421-441. LDCE (2003) Longman Dictionary of Contemporary English, 3rd edition. Essex, England: Longman. LPD, J.C. Wells (1990) Longman Pronunciation Dictionary. Essex, England: Longman. Nespor, M. & I. Vogel (1982) Prosodic domains of external sandhy rules. In H. van der Hulst & N. Smith (Eds.), The Structure of Phonological Representation, vol. 1. Dordrecht, Holland: Foris Publications, p. 222-255. Nespor, M. & I. Vogel (1986). Prosodic Phonology, Dordrecht: Foris. 273 �The Prosody and Quantity of English Compounds Prince, A. (1990) Quantitative consequences of Rhythmic Organization. In CLS 26, Chicago Linguistic Society, IL, p. 355-398. Rakić, S. (2012) Trochaic Lengthening in Neoštokavian. In Junghanns, U. et al. (Eds.) Formal Description of Slavic Languages: The Ninth Conference, Proceedings of FDSL 9, Göttigen 2011.Frankfurt am Main, Germany: Peter Lang, p. 237-258. Selkirk, E. (1978) On prosodic structure and its relation to syntactic structure. In T. Fretheim (ed.) Nordic Prosody II. Trondheim, Norway: TAPIR. 111-140. Selkirk, E. (1980) The role of prosodic categories in English word stress. Linguistic Inquiry, 11, 3, p. 563-605. 274 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2800 Title A name given to the resource The Prosody and Quantity of English Compounds Author Author Rakić, Stanimir Abstract A summary of the resource. Following the earlier works of Booij (1985) and Nespor & Vogel (1986) I provide further evidence that English compounds are made up of prosodic words. The length of the first components must be preserved because they are identical to basic lexical forms. In some other languages, as for example in Serbian, the length of the first components may be shortened because the inclusion of linking vowels can contribute to the building of the required ‘derived environment’ (Kiparsky 1985). This invoking of the strict cyclicity condition is however necessary only for those English dialects in which the accented syllables are not necessarily closed. In this paper I discuss the prosodic status and quantity of English compounds. Keywords: English Compounds, prosodic structure, trochaic shortening, quantity, stric cyclicity Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2015 Keywords Keywords. Article PeerReviewed P Philology. Linguistics,PB Modern European Languages,PE English,PN Literature (General),PR English literature Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3544 Title A name given to the resource THE PROSODY AND QUANTITY OF ENGLISH COMPOUNDS Author Author Rakić, Stanimir Abstract A summary of the resource. Following the earlier works of Booij (1985) and Nespor & Vogel (1986) I provide further evidence that English compounds are made up of prosodic words. The length of the first components must be preserved because they are identical to basic lexical forms. In some other languages, as for example in Serbian, the length of the first components may be shortened because the inclusion of linking vowel can contribute to the building of the required ’derived environment’ (Kiparsky 1985). This invoking of the strict cyclicity condition is however necessary only for those English dialects in which the accented syllables are not necessarily closed. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 814 Title A name given to the resource The Psychological Influence in the Study of Modern Literature Author Author Karakaci, Dalila Abstract A summary of the resource. In order to understand reality, we must have a self-reflection. Heraclitus said, “I have sought for myself.” The search for the self and, most of all, the ideas related to “What is man?” were a current question that troubled all writers of the new course of writing at the beginning of the twentieth century. Most of these writers tried to examine the secrecy of man by enquiring the buried places of the soul. The issues that had to do with the Being, Time, Anxiety, Care and Freedom were treated as important themes that disturbed the New Man part of the New World as a contrast to the Old World. It was an area of reasoning, living, protesting against the pragmatist and positivist mental picture of the twentieth century, against the values of tradition, its assumption, against Realism and Naturalism. The ideas of Freud, Jung and Adler became useful to the understanding and studying of modern literature. The psychoanalytically-oriented criticism offered to read “the work of literature with a lively sense of its latent and ambiguous meaning, as it were, as indeed it is, a being no less alive and contradictory than the man who created it.” The shift of modernism on the content of the literary work permitted to process inside the consciousness of the main characters than to the outside world. The main emphases on the inner self foster new ways of narrative techniques as stream of consciousness and opposition of traditional concepts of story and plot. Psychological criticism permitted to examine characters in a novel, the reader and its creator. This paper will be focused on modernism and the influence of psychological theories in its interpretation. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 862 Title A name given to the resource THE PURPOSES OF BOSNIAN STUDENTS LEARNING TURKISH AT UNIVERSITY OF SARAJEVO Author Author Saraç, Cemal Abstract A summary of the resource. In Today's world, teaching of foreign languages has gained a gread importance. People need foreign language to have a good career, to pursue their academic studies and for various business purposee. Language teaching in the world is very old. Divanü Lugati’t-Türk is the first work of teaching Turkish to foreigners. Faculty of Philosophy of Sarajevo University has started to teach Turkish at 1950. The aım of this study is to investigate the purposes of students learning Turkish at University of Sarajevo. A qualitative research method was used for purposes learnig Turkish. In this study, was totaly 50 student joined. At spring semester of 2011-2012 academic period, the mentioned students were asked to write their views about purposes learning Turkish. The data is get from these documents. The analysis of survey data was carried out by induction analysis which is a method of content analysis. The results were sorted and analysed according to analysis of content. With respect to findings obtained from the data, the students evaluated the applications at five main categories as personal and occupational perspective. The obtained data were interpreted by going through also related studies and a proposal maked. As a result of evaluation the students learned Turkish that, for acedemic skills, business, careers and communiciation. In the light of these findings, some suggestions are presented for the Programs of Turkish Language Teaching. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/7a02adb6afdd6d6fb710c726e46a5acd.pdf 5561f46c30eeabffd42febc87cef4827 PDF Text Text 1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo The Ratio of Elements Uptake from the Soil by Yellow Weed (Boreava Orientalis Jaub And Spach.) Which Causes Problems for Barley Cultivated Under Arid Conditions M urat Karaca Selcuk University,Agricultural Faculty, Plant Production Department Konya, -Turkey mkaraca@selcuk.edu.tr Ayşen Akay Selcuk University,Agricultural Faculty, Department of Soil Science Konya-Turkey Abstract: Study was conducted in order to determine the amount of elements uptake from the soil by different densities of yellow weed depending on its competition against barley in barley cultivated areas in Ardıçlı Village (arid) of Central Selcuklu Konya in 2007. At the harvesting time of barley, yellow weed samples in all the plots were extracted with their roots and analysed following the necessary pre-treatments. As a consequence, when the yellow weed numbers are 1, 3 and 6 number /m2, the amounts of N uptake from the soil by yellow weed were determined to be 32.09 – 146.67 – 311.07 g/da; P , 15.57 - 72.56 -144.28 g/da; K , 76.94 - 375.94 – 961.21 g/da, respectively. As the result of the analysis performed, depending on the numbers of yellow weed in the plots were observed statistically significant differences between the amounts of N, P, K, Ca, Mg, Mn, Fe, Zn and Mo uptake from soil by yellow weed at P<0.05 level. Keywords: Barley, yellow weed (Boreava orientalis Jaub and Spach.), element uptake, competition. Introduction According to the data from 2007, barley production is 7.306.800 ton in Turkey and itis 606.630 ton in Konya,the land of cultivation is 34.280.165 da in Turkey and 3.579.806 da in Konya (Anonymous, 2008). As in many countries,the main vermin of cereal are weeds. Weeds getin competition with wheatin terms of nutrient,water,light and place and every yearitleads to about 25-35 % yield loss (Özer, 1993; Vencill ve ark., 1993; Rodosevich ve Holt, 1984). Because many kinds of weeds have a strong root system and very much branched out, they compete with plants which have been cultivated. Because of weed competition, the average cereal loss all over the world is about 20-40 % (Koch, 1970). The wheat yield loss because of weeds was researched in different regions of Turkey, and it was found out that the loss is 30 % in Aegean region (Bilgir, 1965; Tepe, 1998), 24 % in East Anatolia (Güncan, 1976), 22,5 % in Central Anatolia (Güncan, 2006 referring to FAO) and 20 % in Cukurova region (Uygur et al.,1986). Yellow weed (Boreava orientalis) is a weed of widespread occurrence in barley and wheat field in middle of Turkey, Konya and other locaties in which barley and wheat are cultivated as a winter crop.This weed is also distributed all overthe world. In a survey study carried out in Central Anatolia, 76 species were determined. It was reported that the most common types are Galium tricornutum Dandy (rough bedstraw) 3.75 number/m2, Boreava orientalis (yellow weed) 3.48 number/m2 , Centaurea depressa Bieb. (dark blue bottle) 3.48 number/m2 and B. radians Bieb. (bifora) 2.16 number/m2 , respectively(Taştan and Erciş, 1994). The level competition of weed have in grain cultivation fields and to what extent these weeds use nutrients in soil or nutrient elements applied to the soil for culture plants is not known for every type of weed. With this aim,this study was carried outin 2007 to determine different amounts of nutrient uptake by weeds as a result of barley-weed competition in different densities of yellow weed. 20 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Material and Method This study was carried out in Ardıçlı Village (arid) of Central Selcuklu-Konya-Turkey, which can represent Konya province. The trial was carried out on barley cultivated fields(arid) which exemplified the Province of Konya. The trial plots were 1 m² each , the experiments were conducted with four repetitions and security lines of atleast 25 cm were drawn between them. The plots setincluded weeds. The density of yellow weed varies between 1, 3 and 6 number/m². Allthe other wide and narrow leafed weed plantsin the plots were manually extracted atintervals often days atthe latest and plots of desired density were arranged. All weeds in the plots were harvested together with their roots in the time of harvest,the sample weeds whose roots were cleaned off soil in laboratories were burned in a microwave device(200 PSI) (CE M-Mars -5 model) after necessary pre-processes, and filtrates were obtained. The element analyses of these were carried out with ICPOES devices (Varian, Vista model). The statistical analyses ofthe results obtained were done with of MINITAB and Mstat packet programs. Conclusions Some physical and chemicalfeatures of barley field soil on which the trailis applied are given Table 1. The soil of the trailfield has a clay loam texture, and is slightly alkaline, unsalted, highly limy and low amount of organic substances. The potassium and copperlevels ofthe soil are sufficient, phosphorus and manganese are low (compared to values given for wheat cultivation in Central Anatolia (Yurtsever ,1975), zinc level is very low and iron contentis at medium level. Depending on the number of yellow weed, the weight of weed left on the plot(g/plot) and the N,P,K,Ca,Mg and S contentsuptake from soil by weeds are given in Table 2. Depending on the number of weeds in plot,the difference between amount of N, K, P, Ca, Mg, Fe, Mn, Zn, Mo ve Cr contents uptake from soil by yellow weed are significant at P<0.05 level and the difference between S content uptake from soil by yellow weed is atsignificantlevel P<0.01. As the number of yellow weed inthe plotincrease,the amount of element uptake increases significantly. Itisinteresting to note thatthe increase in the number of weed in a plot and the increase inthe amount of nutrient uptake are not simply correlated. In other words, the increase in the amount of nutrient uptake is much more than the increase in number. For example,the amount of nitrogen uptake by 1 weed is 26.15 g/da and the amount of nitrogen uptake by 6 weeds is 262.57 g/da,the amount of phosphorus uptake by one weed is 13.03 g/da and the amount of nitrogen uptake by 6 weeds is 144.28 g/da. Whilethe amount of Ca for 1 weed/m2 is 90.05 g/da,itraised up to 1233.61 g/da in 6 weed/m2. Thisshows us thatthe increase in the number of weeds in plots increase the amount of element uptake 10-13 folds. In wheat cultivation fields in Tokat, the nitrogen uptake by Papaver rhoeas is 0.023 kg/ha, phosphorus is 0.0037 kg/ha and potassium is 0.0371 kg/ha (Sırma ve Güncan,1997).N, P, K uptake from soil by the common weed speciesin wheatfieldin Tokat-Turkey were found Nitrogen 17.81 kg /ha, Phosphorus 2.86 kg/ha and Potassium 21.51 kg /ha respectively (Sırma and Güncan, 1997). 21 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Parameters Clay (%) Silt(%) Sand (%) Texture class pH (1:2,5) EC (1:5)(µS/cm) CaCO3 (%) Organic matter (%) Available P2 O5 ( mg/kg ) Soluble Ca ( mg/kg ) Soluble K2 O ( mg/kg ) Soluble Mg (mg/kg) Soluble Na ( mg/kg) DTPA-extractable Cu ( mg/kg) DTPA-extractable Fe ( mg/kg ) DTPA-extractable Mn ( mg/kg ) DTPA-extractable Zn ( mg/kg ) Values 38.80 28.54 32.66 Clay loam (CL) 7.79 158.5 41.45 1.62 6.40 7529 234.9 275.95 14.89 0.531 3.3 9.72 0.145 Table 1. Some Physical and Chemical Features of Experiment Area Soil The weed element contents depending on the number of yellow weed left in trial plots are given in Table 3. As it can be seen from the table, K content ranges between 0.986-1.117 %, phosphorus content ranges between 0.193-0.208 %, Ca content ranges between 1.28-1.81 % and Mg content ranges between 0.113-0.168. In a study conducted by Güncan (1980) in Erzurum on 76 types of weed,the P contentin weeds ranged between 0.10-1.15 % and K content ranged between 0.66-4.56 %. In a study conducted by Tepe et al.(1997), when the amount of nutrients are considered interms proportion,itisseen thatthe plants sufferfrom N, P, Ca, Mg, Fe and Zn insufficiency, and the weeds are in a better situation. In our study,the Fe, Mn, Cu and Zn content of yellow weed ranges from 382.88-463.07 mg/kg, 25.2026.71 mg/kg, 0.00-0.005 mg/kg and 14.67-24.93 mg/kg, respectively. In a study conducted by Kadıoğlu et al. (2005) found Mn content of S.halepense 96.5 µg/g and C.regalis 95.0 µg/g. Mendil et al.(2004) found iron and manganese contents as 714-1206 µg/g in weed samples. Ajasa et al.(2004) reported iron and copper contents as 35-241 µg/g and 2.96-24.4 µg/g in some weeds. Calcium values of the weeds ranged from 27-800 mg/100 gr, Mg values 30.33-293.08 mg/100 gr, Fe values 0.17-4.88 mg/100 gr, Mn values 0.04-1.27 mg/100 gr, Zn values 0.10-2.29 mg/100 gr and Cu values 0.005-1.17 mg/100 gr obtained in weeds in Eastern Anatolia (Turan et al., 2003). The element concentrations in some weeds collected from Tokat in Turkey were found to be 122-695, 13.9-96.5, 4.3-17.3, 1.9-8.5, 13.1-30.3 and 1.0-5.5µ/g for Fe, Mn, Cu, Ni, Zn and Cr respectively (Kadıoğlu et al., 2005). In Table 3,the sufficient nutrient element contents of barley at beginning of earring stage are also given (Alpaslan et al., 2004). When these values are compared with nutrient elements of yellow weed, itis seen that especially Ca, Mn and Fe contents are highly above the sufficiency limit values for barley. As a result,itis found out that yellow weed which is one the outstanding weeds causing problems in wheat and barley cultivation uptakes significant amount of nutrient element from soil.It was designated that as the number of yellow weed -which competes with barley- per m2 increase, the amount of nutrient element it uptakes from soil increases at a higher speed. These results reveal the importance of combat against weeds in barley cultivation. 22 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Table 2.Depending on the Number of Yellow Weed in Plot, Weed Weight in Trial Plot (g/plot) and the Amount of N, P, K, Ca, Mg, S, Fe, Cu, Mn, Zn, Mo, B and Na Uptakes From the Soil by Yellow Weed ( ± Se, N = 4) Yellow weed number in plot(number/m2) Weed weight in trial plot(g/m2) 1 The amount of element uptakes from soil by yellow weed (g/da) N P K Ca Mg S 6,97±3,44 26,15±13,68 13,03±5,82 76,94±55,7 90,05±48,7 8,58±5,68 3296,28±1622 3 37,06±21,14 146,67±80,64 72,56±43,38 486,64±225,5 675,97±422 61,88±34,41 17727,13±9992 6 Yellow weed number in plot(number/m2) 67,97±28,53 262,57±126,10 144,28±70,64 795,05±415,7 1233,61±828 105,86±60,14 32451,83±13257 Fe Cu Mn Zn B Mo(mg/da) Na 1 2,69±0,62 0±0 0,175±0,084 0,103±0,0764 0,0498±0,0341 0,25±0,5 5,16±1,43 3 18,06±14,24 0±0 0,996±0,576 0,873±0,5598 0,3193±0,2004 5±5,033 28,61±15,6 6 27,08±14,62 0,005±0,01 1,764±0,857 1,304±0,5894 0,449±0,4542 16,25±12,685 99,27±91,26 23 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Table 3. The Amount of N, P, K, Ca, Mg, S, Fe, Cu, Mn, Zn, Mo, B and Na of Yellow Weed and Nutrient Element Contents of Barley at Beginning of Earring Stage Yellow weed number in plot(number/m2) % mg/kg N K P Ca Mg Fe Cu Mn Zn Cr Na Mo 1 0,37 0,986 0,193 1,28 0,113 463,07 0,00 25,26 14,67 1,95 884,58 0,03 3 0,40 1,359 0,194 1,81 0,168 456,55 0,00 26,71 24,93 2,12 791,78 0,12 6 Arpa(Hordeum vulgare) * The sufficient nutrient element contents of barley at beginning of earring stage 0,38 1,117 0,208 1,68 0,147 382,88 0,05 25,20 19,78 2,19 1356,56 0,20 N K P Ca Mg Fe Cu Mn Zn Cr Na Mo 1.75-3.0 1.5-3.0 0.20-0.50 0.30-1.20 0.15-0.50 25-100 5-25 0.11-0.18 15-70 *Alpaslan et al.,2004. 24 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo References Ajasa, A.M.O., Bello, M.O., Đbrahim, A.O., Ogunwander, I.A. & Olawore, N.O. (2004). Foot Chem.; 85, 67 Alpaslan, M., Güneş, A. & Đnal A. (2004). Gübreleme Çalışmalarında Bitki Analizlerinin Yeri ve Farklı Bitkiler Đçin Bitki Besin Maddesi Kritik Düzeyleri. Türkiye 3. Ulusal gübre Kongresi, Tarım-Sanayi-Çevre, No: 12151312, Tokat. Anonymous, (2008). TUIK, Türkiye Đstatistik Kurumu Verileri Bilgir, S. (1965). Ege Bölgesi hububat tarlalarında görülen önemli yabancı otlar ve savaş imkanları üzerinde bazı incelemeler. Tarım Bakanlığı Yayınları Tek. Bül. No: 14. Güncan, A. (1976). Erzurum Çevresinde Bulunan Yabancı Otlar ve Önemlilerinden Bazılarının Yazlık Arpa ve Buğdayda Mücadele Đmkanları Üzerinde Araştırmalar. Atatürk Üniv. Yay. Araşt. Serisi No:135, 79 s. Weed Abst. 27 (8): 271. (Doktora Tezinden) Güncan A., (1980). Die unkrautdicthe in der umgebung von Erzurum im getreidanbau und der naehrstoffe durch eininge unkraeuter aus dem boden. Journal of Turkish Phytopathology Vol. 9, Num: 1,1-19. Kadıoğlu, Đ., Mendi, D., Sarı, H., & Hasdemir, E. (2005). Determination of heavy metal levels in some weeds collected from Tokat, Turkey. Asian Journal of Chemistry Vol. 17. No: 1, 564-568 Koch, W. (1970). Unkrautbekampfung. Verlag Eugen Ulmer, Stuttgart. Mendil D., Tuzen M., Sari H. & Hasdemir E. (2004). Trace elements and elect rolytes (impress) Özer, Z. (1993). Niçin Yabancı Ot Bilimi (Herboloji). Türkiye I. Herboloji Kongresi. 3-5 Şubat 1993. Adana, s. 17. Radosevich, S.R., & Holt, J.S. (1984). Weed ecology implications self vegetation management. John Wiley and Sons. Newyork. Sırma, M., & Güncan, A. (1997). Tokat Yöresinde Buğday Ekim Alanlarında Sorun Oluşturan Yabancı Otlar ve Önemlilerinden Bazılarının Topraktan Kaldırdıkları N, P, K, Miktarı Üzerinde Araştırmalar. Türkiye II. Herboloji Kongresi. 1-4 Eylül 1997. Ayvalık/ Đzmir. Taştan, B., & Erciş, A. (1994). Orta Anadolu Bölgesi buğday ekim alanlarında gözlenen yabancı otların yayılış ve yoğunlukları üzerinde araştırmalar. Bitki Koruma Bülteni Cilt: 31, No: 1-4, 39-60. Mart-Aralık 1991. Tepe I., Tüfenkçi Ş., Kaya Đ., & Ceylan Ş. (1997). Van’da Bitki Besin Maddesi Alınımı Açısından BuğdayYabancı Ot Rekabeti. Türkiye 2. Herboloji Kongresi. No: 359-368. Bornova-ĐZMĐR Vencill, W.K., Girayda, L.J., & Langdole, G.W. (1993). Soil moisture relations and critical period of Cynodon dactylon (L.) Pers. (coastal bermudagrass) competition in conservation-tillage cotton (Gossypium hirsitum L.). Weed Research, Vol. 33, Number, 89-96. 25 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 463 Title A name given to the resource The Ratio of Elements Uptake from the Soil by Yellow Weed (Boreava Orientalis Jaub And Spach.) Which Causes Problems for Barley Cultivated Under Arid Conditions Author Author Karaca, Murat Akay, Aysen Abstract A summary of the resource. Study was conducted in order to determine the amount of elements uptake from the soil by different densities of yellow weed depending on its competition against barley in barley cultivated areas in Ardıçlı Village (arid) of Central Selcuklu Konya in 2007. At the harvesting time of barley, yellow weed samples in all the plots were extracted with their roots and analysed following the necessary pre-treatments. As a consequence, when the yellow weed numbers are 1, 3 and 6 number /m2, the amounts of N uptake from the soil by yellow weed were determined to be 32.09 – 146.67 – 311.07 g/da; P , 15.57 - 72.56 -144.28 g/da; K , 76.94 - 375.94 – 961.21 g/da, respectively. As the result of the analysis performed, depending on the numbers of yellow weed in the plots were observed statistically significant differences between the amounts of N, P, K, Ca, Mg, Mn, Fe, Zn and Mo uptake from soil by yellow weed at P<0.05 level. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/a51913841ede913811b601270c97e677.pdf ba3043d28158b912dc0d0923ad4a041b PDF Text Text The Ratio of Elements Uptake From The Soil By Yellow Weed (Boreava Orientalis Jaub And Spach) Which Causes Problems For Barley Cultivated Under Arid Conditions M urat Karaca Selcuk University,Agricultural Faculty Plant Production Department Konya, Turkey mkaraca@selcuk.edu.tr Ayşen Akay Selcuk University,Agricultural Faculty Department of Soil Science Konya, Turkey Abstract: Study was conducted in order to determine the amount of elements uptake from the soil by different densities of yellow weed depending on its competition against barley in barley cultivated areas in Ardıçlı Village (arid) of Central Selcuklu Konya in 2007. At the harvesting time of barley, yellow weed samples in all the plots were extracted with their roots and analysed following the necessary pre-treatments. As a consequence, when the yellow weed numbers are 1, 3 and 6 number /m2, the amounts of N uptake from the soil by yellow weed were determined to be 32.09 – 146.67 – 311.07 g/da; P , 15.57 - 72.56 -144.28 g/da; K , 76.94 - 375.94 – 961.21 g/da, respectively. As the result of the analysis performed, depending on the numbers of yellow weed in the plots were observed statistically significant differences between the amounts of N, P, K, Ca, Mg, Mn, Fe, Zn and Mo uptake from soil by yellow weed at P<0.05 level. Keywords: Barley, yellow weed (Boreava orientalis Jaub and Spach.), element uptake, competition. Introduction According to the data from 2007, barley production is 7.306.800 ton in Turkey and itis 606.630 ton in Konya,the land of cultivation is 34.280.165 da in Turkey and 3.579.806 da in Konya (Anonymous, 2008). As in many countries,the main vermin of cereal are weeds. Weeds getin competition with wheatin terms of nutrient,water,light and place and every yearitleads to about 25-35 % yield loss (Özer, 1993; Vencill ve ark., 1993; Rodosevich ve Holt, 1984). Because many kinds of weeds have a strong root system and very much branched out, they compete with plants which have been cultivated. Because of weed competition, the average cereal loss all over the world is about 20-40 % (Koch, 1970). The wheat yield loss because of weeds was researched in different regions of Turkey, and it was found out that the loss is 30 % in Aegean region (Bilgir, 1965; Tepe, 1998), 24 % in East Anatolia (Güncan, 1976), 22,5 % in Central Anatolia (Güncan, 2006 referring to FAO) and 20 % in Cukurova region (Uygur et al.,1986). Yellow weed (Boreava orientalis) is a weed of widespread occurrence in barley and wheat field in middle of Turkey, Konya and other locaties in which barley and wheat are cultivated as a winter crop.This weed is also distributed all overthe world. In a survey study carried out in Central Anatolia, 76 species were determined. It was reported that the most common types are Galium tricornutum Dandy (rough bedstraw) 3.75 number/m2, Boreava orientalis (yellow weed) 3.48 number/m2 , Centaurea depressa Bieb. (dark blue bottle) 3.48 number/m2 and B. radians Bieb. (bifora) 2.16 number/m2 , respectively(Taştan and Erciş, 1994). The level competition of weed have in grain cultivation fields and to what extent these weeds use nutrients in soil or nutrient elements applied to the soil for culture plants is not known for every type of weed. With this aim,this study was carried outin 2007 to determine different amounts of nutrient uptake by weeds as a result of barley-weed competition in different densities of yellow weed. 431 �Material and Method This study was carried out in Ardıçlı Village (arid) of Central Selcuklu-Konya-Turkey, which can represent Konya province. The trial was carried out on barley cultivated fields(arid) which exemplified the Province of Konya. The trial plots were 1 m² each , the experiments were conducted with four repetitions and security lines of atleast 25 cm were drawn between them. The plots setincluded weeds. The density of yellow weed varies between 1, 3 and 6 number/m². Allthe other wide and narrow leafed weed plantsin the plots were manually extracted atintervals often days atthe latest and plots of desired density were arranged. All weeds in the plots were harvested together with their roots in the time of harvest,the sample weeds whose roots were cleaned off soil in laboratories were burned in a microwave device(200 PSI) (CE M-Mars -5 model) after necessary pre-processes, and filtrates were obtained. The element analyses of these were carried out with ICPOES devices (Varian, Vista model). The statistical analyses ofthe results obtained were done with of MINITAB and Mstat packet programs. Conclusions Some physical and chemicalfeatures of barley field soil on which the trailis applied are given Table 1. The soil of the trailfield has a clay loam texture, and is slightly alkaline, unsalted, highly limy and low amount of organic substances. The potassium and copperlevels ofthe soil are sufficient, phosphorus and manganese are low (compared to values given for wheat cultivation in Central Anatolia (Yurtsever ,1975), zinc level is very low and iron contentis at medium level. Depending on the number of yellow weed, the weight of weed left on the plot(g/plot) and the N,P,K,Ca,Mg and S contentsuptake from soil by weeds are given in Table 2. Depending on the number of weeds in plot,the difference between amount of N, K, P, Ca, Mg, Fe, Mn, Zn, Mo ve Cr contents uptake from soil by yellow weed are significant at P<0.05 level and the difference between S content uptake from soil by yellow weed is atsignificantlevel P<0.01. As the number of yellow weed inthe plotincrease,the amount of element uptake increases significantly. Itisinteresting to note thatthe increase in the number of weed in a plot and the increase inthe amount of nutrient uptake are not simply correlated. In other words, the increase in the amount of nutrient uptake is much more than the increase in number. For example,the amount of nitrogen uptake by 1 weed is 26.15 g/da and the amount of nitrogen uptake by 6 weeds is 262.57 g/da,the amount of phosphorus uptake by one weed is 13.03 g/da and the amount of nitrogen uptake by 6 weeds is 144.28 g/da. Whilethe amount of Ca for 1 weed/m2 is 90.05 g/da,itraised up to 1233.61 g/da in 6 weed/m2. Thisshows us thatthe increase in the number of weeds in plots increase the amount of element uptake 10-13 folds. In wheat cultivation fields in Tokat, the nitrogen uptake by Papaver rhoeas is 0.023 kg/ha, phosphorus is 0.0037 kg/ha and potassium is 0.0371 kg/ha (Sırma ve Güncan,1997).N, P, K uptake from soil by the common weed speciesin wheatfieldin Tokat-Turkey were found Nitrogen 17.81 kg /ha, Phosphorus 2.86 kg/ha and Potassium 21.51 kg /ha respectively (Sırma and Güncan, 1997). Parameters Values Clay (%) 38.80 Silt(%) 28.54 Sand (%) 32.66 Texture class Clay loam (CL) pH (1:2,5) 7.79 EC (1:5)(µS/cm) 158.5 CaCO3 (%) 41.45 Organic matter (%) 1.62 Available P2 O5 ( mg/kg ) 6.40 Soluble Ca ( mg/kg ) 7529 Soluble K2 O ( mg/kg ) 234.9 Soluble Mg (mg/kg) 275.95 Soluble Na ( mg/kg) 14.89 DTPA-extractable Cu ( mg/kg) 0.531 DTPA-extractable Fe ( mg/kg ) 3.3 DTPA-extractable Mn ( mg/kg ) 9.72 DTPA-extractable Zn ( mg/kg ) 0.145 Table 1. Some Physical and Chemical Features of Experiment Area Soil 432 �The weed element contents depending on the number of yellow weed left in trial plots are given in Table 3. As it can be seen from the table, K content ranges between 0.986-1.117 %, phosphorus content ranges between 0.193-0.208 %, Ca content ranges between 1.28-1.81 % and Mg content ranges between 0.113-0.168. In a study conducted by Güncan (1980) in Erzurum on 76 types of weed,the P contentin weeds ranged between 0.10-1.15 % and K content ranged between 0.66-4.56 %. In a study conducted by Tepe et al.(1997), when the amount of nutrients are considered interms proportion,itisseen thatthe plants sufferfrom N, P, Ca, Mg, Fe and Zn insufficiency, and the weeds are in a better situation. In our study,the Fe, Mn, Cu and Zn content of yellow weed ranges from 382.88-463.07 mg/kg, 25.2026.71 mg/kg, 0.00-0.005 mg/kg and 14.67-24.93 mg/kg, respectively. In a study conducted by Kadıoğlu et al. (2005) found Mn content of S.halepense 96.5 µg/g and C.regalis 95.0 µg/g. Mendil et al.(2004) found iron and manganese contents as 714-1206 µg/g in weed samples. Ajasa et al.(2004) reported iron and copper contents as 35-241 µg/g and 2.96-24.4 µg/g in some weeds. Calcium values of the weeds ranged from 27-800 mg/100 gr, Mg values 30.33-293.08 mg/100 gr, Fe values 0.17-4.88 mg/100 gr, Mn values 0.04-1.27 mg/100 gr, Zn values 0.10-2.29 mg/100 gr and Cu values 0.005-1.17 mg/100 gr obtained in weeds in Eastern Anatolia (Turan et al., 2003). The element concentrations in some weeds collected from Tokat in Turkey were found to be 122-695, 13.9-96.5, 4.3-17.3, 1.9-8.5, 13.1-30.3 and 1.0-5.5µ/g for Fe, Mn, Cu, Ni, Zn and Cr respectively (Kadıoğlu et al., 2005). In Table 3,the sufficient nutrient element contents of barley at beginning of earring stage are also given (Alpaslan et al., 2004). When these values are compared with nutrient elements of yellow weed, itis seen that especially Ca, Mn and Fe contents are highly above the sufficiency limit values for barley. As a result,itis found out that yellow weed which is one the outstanding weeds causing problems in wheat and barley cultivation uptakes significant amount of nutrient element from soil.It was designated that as the number of yellow weed -which competes with barley- per m2 increase, the amount of nutrient element it uptakes from soil increases at a higher speed. These results reveal the importance of combat against weeds in barley cultivation. 433 �Table 2.Depending on the Number of Yellow Weed in Plot, Weed Weight in Trial Plot (g/plot) and the Amount of N, P, K, Ca, Mg, S, Fe, Cu, Mn, Zn, Mo, B and Na Uptakes From the Soil by Yellow Weed ( ± Se, N = 4) Yellow weed number in plot(number/m2) Weed weight in trial plot(g/m2) 1 The amount of element uptakes from soil by yellow weed (g/da) N P K Ca Mg S 6,97±3,44 26,15±13,68 13,03±5,82 76,94±55,7 90,05±48,7 8,58±5,68 3296,28±1622 3 37,06±21,14 146,67±80,64 72,56±43,38 486,64±225,5 675,97±422 61,88±34,41 17727,13±9992 6 Yellow weed number in plot(number/m2) 67,97±28,53 262,57±126,10 144,28±70,64 795,05±415,7 1233,61±828 105,86±60,14 32451,83±13257 Fe Cu Mn Zn B Mo(mg/da) Na 1 2,69±0,62 0±0 0,175±0,084 0,103±0,0764 0,0498±0,0341 0,25±0,5 5,16±1,43 3 18,06±14,24 0±0 0,996±0,576 0,873±0,5598 0,3193±0,2004 5±5,033 28,61±15,6 6 27,08±14,62 0,005±0,01 1,764±0,857 1,304±0,5894 0,449±0,4542 16,25±12,685 99,27±91,26 Table 2.Depending on the Number of Yellow Weed in Plot, Weed Weight in Trial Plot (g/plot) and the Amount of N, P, K, Ca, Mg, S, Fe, Cu, Mn, Zn, Mo, B and Na Uptakes From the Soil by Yellow Weed ( ± Se, N = 4) 434 �Yellow weed number in plot(number/m2) % mg/kg N K P Ca Mg Fe Cu Mn Zn Cr Na Mo 1 0,37 0,986 0,193 1,28 0,113 463,07 0,00 25,26 14,67 1,95 884,58 0,03 3 0,40 1,359 0,194 1,81 0,168 456,55 0,00 26,71 24,93 2,12 791,78 0,12 6 Arpa(Hordeum vulgare) * The sufficient nutrient element contents of barley at beginning of earring stage 0,38 1,117 0,208 1,68 0,147 382,88 0,05 25,20 19,78 2,19 1356,56 0,20 N K P Ca Mg Fe Cu Mn Zn Cr Na Mo 1.75-3.0 1.5-3.0 0.20-0.50 0.30-1.20 0.15-0.50 25-100 5-25 0.11-0.18 15-70 Table 3. The Amount of N, P, K, Ca, Mg, S, Fe, Cu, Mn, Zn, Mo, B and Na of Yellow Weed and Nutrient Element Contents of Barley at Beginning of Earring Stage *Alpaslan et al.,2004. 435 �References Ajasa, A.M.O., Bello, M.O., Đbrahim, A.O., Ogunwander, I.A. & Olawore, N.O. (2004). Foot Chem.; 85, 67 Alpaslan, M., Güneş, A. & Đnal A. (2004). Gübreleme Çalışmalarında Bitki Analizlerinin Yeri ve Farklı Bitkiler Đçin Bitki Besin Maddesi Kritik Düzeyleri. Türkiye 3. Ulusal gübre Kongresi, Tarım-Sanayi-Çevre, No: 12151312, Tokat. Anonymous, (2008). TUIK, Türkiye Đstatistik Kurumu Verileri Bilgir, S. (1965). Ege Bölgesi hububat tarlalarında görülen önemli yabancı otlar ve savaş imkanları üzerinde bazı incelemeler. Tarım Bakanlığı Yayınları Tek. Bül. No: 14. Güncan, A. (1976). Erzurum Çevresinde Bulunan Yabancı Otlar ve Önemlilerinden Bazılarının Yazlık Arpa ve Buğdayda Mücadele Đmkanları Üzerinde Araştırmalar. Atatürk Üniv. Yay. Araşt. Serisi No:135, 79 s. Weed Abst. 27 (8): 271. (Doktora Tezinden) Güncan A., (1980). Die unkrautdicthe in der umgebung von Erzurum im getreidanbau und der naehrstoffe durch eininge unkraeuter aus dem boden. Journal of Turkish Phytopathology Vol. 9, Num: 1,1-19. Kadıoğlu, Đ., Mendi, D., Sarı, H., & Hasdemir, E. (2005). Determination of heavy metal levels in some weeds collected from Tokat, Turkey. Asian Journal of Chemistry Vol. 17. No: 1, 564-568 Koch, W. (1970). Unkrautbekampfung. Verlag Eugen Ulmer, Stuttgart. Mendil D., Tuzen M., Sari H. & Hasdemir E. (2004). Trace elements and elect rolytes (impress) Özer, Z. (1993). Niçin Yabancı Ot Bilimi (Herboloji). Türkiye I. Herboloji Kongresi. 3-5 Şubat 1993. Adana, s. 17. Radosevich, S.R., & Holt, J.S. (1984). Weed ecology implications self vegetation management. John Wiley and Sons. Newyork. Sırma, M., & Güncan, A. (1997). Tokat Yöresinde Buğday Ekim Alanlarında Sorun Oluşturan Yabancı Otlar ve Önemlilerinden Bazılarının Topraktan Kaldırdıkları N, P, K, Miktarı Üzerinde Araştırmalar. Türkiye II. Herboloji Kongresi. 1-4 Eylül 1997. Ayvalık/ Đzmir. Taştan, B., & Erciş, A. (1994). Orta Anadolu Bölgesi buğday ekim alanlarında gözlenen yabancı otların yayılış ve yoğunlukları üzerinde araştırmalar. Bitki Koruma Bülteni Cilt: 31, No: 1-4, 39-60. Mart-Aralık 1991. Tepe I., Tüfenkçi Ş., Kaya Đ., & Ceylan Ş. (1997). Van’da Bitki Besin Maddesi Alınımı Açısından BuğdayYabancı Ot Rekabeti. Türkiye 2. Herboloji Kongresi. No: 359-368. Bornova-Izmir Vencill, W.K., Girayda, L.J., & Langdole, G.W. (1993). Soil moisture relations and critical period of Cynodon dactylon (L.) Pers. (coastal bermudagrass) competition in conservation-tillage cotton (Gossypium hirsitum L.). Weed Research, Vol. 33, Number, 89-96. 436 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 523 Title A name given to the resource The Ratio of Elements Uptake From The Soil By Yellow Weed (Boreava Orientalis Jaub And Spach) Which Causes Problems For Barley Cultivated Under Arid Conditions Author Author Karaca, Murat Akay, Aysen Abstract A summary of the resource. Study was conducted in order to determine the amount of elements uptake from the soil by different densities of yellow weed depending on its competition against barley in barley cultivated areas in Ardıçlı Village (arid) of Central Selcuklu Konya in 2007. At the harvesting time of barley, yellow weed samples in all the plots were extracted with their roots and analysed following the necessary pre-treatments. As a consequence, when the yellow weed numbers are 1, 3 and 6 number /m2, the amounts of N uptake from the soil by yellow weed were determined to be 32.09 – 146.67 – 311.07 g/da; P , 15.57 - 72.56 -144.28 g/da; K , 76.94 - 375.94 – 961.21 g/da, respectively. As the result of the analysis performed, depending on the numbers of yellow weed in the plots were observed statistically significant differences between the amounts of N, P, K, Ca, Mg, Mn, Fe, Zn and Mo uptake from soil by yellow weed at P<0.05 level. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/d53836652ea1ee474befdbc87d7db3b5.pdf a31918e01e1d19da0b5d5e4e6b3ce9b5 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The Reflections of The Bosnian War on Turkish Poetry Within the Framework of War-Literature Affinity Sezai COŞKUN Assist. Prof. Dr., Fatıh University, Faculty of Science and Literature Đstanbul, Turkey scoskun@fatih.edu.tr Abstarct:The Balkans, which deterritorialized from the Ottoman geography to a great extend as of second constitutional period, taken up in Turkish literature with various aspects. The Balkan societies, one of the basic issues in the Second Constitutional Period press, were paid closer attention by the Ottoman intellectuals due o the emigrations to Istanbul. The fact that the Balkans deterritorialized from the Ottoman territory paved the way for number of poets and authors, especially the ones popular in the region, to write on the geography. This geography sustained its existence as a basic theme in Republican period literature. The Balkans, proclaimed their independence following the collapse of Yugoslavia, became a centre of focus for the Turkish intellects once again. However, this time the interest shown is lesser than those after the war of the Balkans. The Bosnian war became an effect to increase the gradually declining interest; various poets-writers carried the tragedies in the war to their poems-writings. In this study, focusing on the Bosnian war, consideration of Bosnia in New Turkish poetry will be examined in the context of war-literature relationship. Key Words: War-Literature, Bosnian War, Turkish Literature, Turkish Poetry Introduction Civilizations have their own exhibitions. Every civilization seeks for opportunuties to embroider their spirit on everything and to become immortal by founding new cities which reflect this spirit. Cities can’t be conceived without reference to the civilizations they were shaped by. As an assertive civilization, the Ottoman State also formed cities peculiar to itself. However, it used some cities as exhibitions and attempted to embody the whole power of civilization in these cities. In addition to the fact that Istanbul’s remembered for being one of those leading exhibition cities, Sarajevo will be one of the first names to occur in mind if we think about what other cities served as exhibition centers. Sarajevo was considered to be important not only because of the strategical location it possessed due to its socio-political importance, but also it was enlivened as fastidiously as possible so that it would display the concept of civilization to the world. As stated by Tanpınar in one of his comments on OrhanGazi “I see some elements of the poetry of Yunus in Orhan Gazi whenever I tend to turn my face to him.”, when we take a stroll in the streets of Sarejova, it is obvious that it makes us feel the existence of a deep rooted civilization. With their central location, some cities in the world determine the destiny of the neighbouring cities. The same goes for Sarejova too. Of course, we can’t confine this affluence of civilization to Sarejova only, it is possible to witness this civilization claim and spirit all around Bosnia. The importance of Bosnia regarding this overlaps with the role it has played throughout the historical process. The Balkan geography met with Turkish culture and civilization before the conquest of a large part of Anatolia, even before the conquest of Istanbul. The fact that some of the important cultural centres of Ottoman were located on this geography demonstrates the role of this geography on the range of civilization under discussion. In the aftermath of the Balkan war, the loss of a greater part of this geography caused trauma in the majority of the Ottoman intelligentsia because of the considerable effect of Balkan geography on the Ottoman. It is possible even to state that within the first half of the 20th century, the first event that brought about discrepancy and disintegration among the Ottoman intelligentsia is Balkan war and the loss of this geography immediately afterwards; the second event is War of Independence. The great impact of the loss of this geography on the Ottoman press also reveals the significance of this geography on Turkish intelligentsia and the Ottoman community. During the period of Turkish Republic also, Balkan geography, especially in the field of poetry, has always sustained its position secretively as a main medium. However, the works of poets who had ties with this geography in respect of their origins embodied the elements of this geography. The writing which was penned after the disintegration of Jugoslavia is pretty insignificant in comparison to the writing which was penned following the Balkan war. It would be right to claim that this was because of the weakened love bonds of Turkish intelligentsia with Balkan geography. However, there were some poets who felt this geography 403 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo vivaciously and employed this geography in their poetry. We will analyze the poetry which got shaped around the Bosnian war, especially within the framework of war- literature relationship. Before starting to analyze poetry, it would be better to look at the link between war and literature or the link between literature and war. I-The literature of war- the war of literature Theoratical writing penned on the link between war and literature is too little. Texts that were written during the war and that made analysis of the pieces compiled in that period constitute a considerable amount of all the pieces of that period. However, these texts centred on the essense of practice rather than theory. In most of the studies on the link in question, rather than the possibility of this link or how and to what extent it would be, some deductions have been made concerning this tie considering the works of art produced until then. As mentioned above, because war is one of the fundamental realities of humanity, it is naturally a subject of literature. It is hereby seen that both oral and written literature have emerged around wars both in Western and Turkish literature. From this point of view, the link between literature and war paved the way for the emergence of literature in the form of epic. During the epoch of epic, wars are the main sources of literature. This matter has something to do with the greatness of the role wars have in the lives of humanity. Furthermore, the fact that this period consisted of “people most of which gained their principal values by fighting” (Belge, 1980) ended up with the spread/depiction of war; as a result, this heroism was declared to public by means of literature. In such texts, literature functioned as ‘mediator’. Since these texts aimed at conveying the message, phraseology remained in the background. As human beings survived via wars, the emergence of literature around wars was corollary. While exploring the the effect of war on literature Jean Larnac utters that only there was ‘the literature of witchcraft and religion’ during the formation phases of civilizations and the birth of ‘heroic tale’ succeded this. (Larnac, 1963) ‘Heroic tale’ is based on depicting war via the language of literature. It is difficult for war to become a source of literature and for the emergence of a high quality war literature due to the ‘value’ given to war by human beings. That is, people haven’t acted impartially in wars and events mostly turned out to be life or death issue. This ended up with emotional positioning. This emotional positioning gave prominence to material but kept aesthetic phraseology in the background. Expressing in a style that it would address our emotions was thought to be enough. That all the works of art, particulary poetry, that appeared as ‘war literature’ in world literature resembled each other to a large scale in term of both phraseology and technical features has something to do with the ‘pragmatist’ approach of people to the subject. However, the fact that wars began to be regarded not only as wars by XX. century and mental transformation humanity underwent gave birth to different attitudes towards war especally in the field of intellectuality. This manner brought along a new ‘war literature’. Turkish literature has a rich bibliography in terms of the number of works created around war.§§§§§§§§§§§§§§§§§§§ That the early products of Turkish literature were oral provided a basis for war to be a subject matter of oral products and specifically of epic literature. It is known that Turkic khans took bards to whereever they went, those bards accompanied khans during wars and they told wars orally. While scrutinizing the origins and sources of Turkic literature, Fuad Köprülü mentions the epics that became the elements of oral culture this way as one of the highlighted sources. Even after the adoption Islam, war continued to be a source of literature among Turks. Pieces written in the form of epic or handed down the next generations verbally took their places in the world of literature as ‘gazaname, gazavatname’. Additionally, literature originating from war arose and in it there were some works like ‘Battalname, Saltukname’ that came out around the names of some heroes like Battal Gazi, Sarı Saltuk. Until the end of the first half of 19. century which can be accepted as the formation years of Modern Turkish poetry, war was dominant in epic, rather than its being an inspiration for independent poetry or prose works. This ended up with the reflection of war on literature only with some particular aspects, not with different sides. In this approach which brought about the rise of monotonous war literature, all the concepts including heroes, elevated points and conversations resemble one another to a large scale. The situation Turkish literature in is the same for Western literature too because ‘until the 19. century it was impossible to see the traces of sparkling products that can be categorized as war literature’. (Belge, 1980) In the writing or epics penned until that era, war had been much like a background setting; rather than the war itself, ‘heroes’ had been discussed. ‘This is related to the quality of war carried out’ (Belge, 1980) during the era mentioned above. In the light of the evaluations made, pointing out that it is possible to talk of not only one war literature but more than one. We can divide the title of ‘Literature Emerged Around War’ into 3 subgroups: (k) Literature emerged during war (l) Literature which was penned in the aftermath of war and the plot of which was war (m) Literature regarding war as a landmark and scrutinizing it §§§§§§§§§§§§§§§§§§§ For the works written about this, see. Duman, 2005; Gülşen, 2008 404 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo When we look at the subject considering the classification, we witness that the Bosnian war was transferred to Turkish poetry as lament. This ‘lamentation’ occurs mostly in the course of war. Thus, it is possible to say that the Bosnian war is an example of literature created in the midst of war, which is mentioned as the first item of the classification shown above. II- ‘Humanity’ fought in the Bosnian war The traces of Rumelia in Turkish poetry before the Bosnian war is visible but there is not much emphasis on Bosnia. The war gives Turkish intelligentsia the chance to recall this civilization. Before proceeding to explore poems, it would be better to make it clear that in most of the texts, Bosnia is depicted as a conventional setting rather than its being a habitat to people. This must stem from the fact that those writing about Bosnia consist of people who have love bonds with Bosnia and see it from a distant perspective but have never seen this geography yet. We had better start examples with the poem of Erdem Bayazıt named ‘Writing to Bosnia’, which has a distinctive place among all the poetry written about Bosnia in terms of both its content and style. We are so impotent Bosnia! You stand upright. We all humanity The parasites of musty civilizations Are merely the convicts before you. Hey Bosnia! Your sons Onto the granite walls of our hearts What do they engrave? Hey Bosnia! The fate you befall on us Is a dead end? Or a preface to resurrection? I’m a Bosnian mother: Inscribing these words In tar in pitch dark To the jawbones of dogs To the incisors of Mıstırovın To the grinders of Papazgali To the Sacrament of Reconciliation I consign them. I’m a Bosnian child: -Muslims! I consign my song to you. Also my hands cut from wrists Released into the water Of the river flowing towards vast seas. (Bayazıt, 2003, 39) Erdem Bayazıt wrote this poem in 1994. Poem has been a text which is willing to witness the war. These are the lines of a poet who doesn’t keep silent and rebels against it. Bayazıt begins his poem claiming that all humanity including himself did nothing at all against the violence. The succeeding lines develop as sincere admission, remorse and self-questioning stemming from this incapability. The poetwho sees the people that did not do anything against things happened in Bosnia as ‘the parasites of musty civilizations’, puts the blame on Western civilization which is followed like prisoners by all humanity which he calls ‘musty civilization’. As can be seen in his other poems, the poet accuses the current Western civilization of acting inhumanely. He describes the people like himself wallowing in Western civilization despite not belonging to that civilizaiton as the parasite impotents of this civilization. Bayazıt perceives Bosnia as a place which is destined to lonelines by musty civilization and thus remains out of this civilization. In the second part of his poem, Hey Bosnia! Your sons 405 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Onto the granite walls of our hearts What do they engrave? With these lines, he likens the heart of humankind to ‘granite wall’. Bosnia is struggling to inscribe to humanity who has lost their humane side but this inscription is challenging because hearts have transformed into granites. The poet goes on; Hey Bosnia! The fate you befall on us Is a dead end? Or a preface to resurrection? He calls out to Bosnia again and expresses that humanity is convicted of this insensitivity. What is remarkable here is the questioning of the writer as to whether this is death or resurrection.Although Bayazıt thinks that this is the death of humanity because of their passive attitude , he is questioning whether this is an eternal death or a means of resurrection. The poet implies that ongoing terror will help people behave themselves; therefore, he impilicates the hope that humanity can get rid rid of taciturnity. Later on, Bayazıt makes a Bosnian mother speak first and then a Bosnian kid. That already there is emphasis on the accounting of war with the eye of child in other poems written about Bosnia as well is significant. This may be attributed to the belief that child tragedy’s the greatest tragedy of humanity. Bosnian mother: I’m a Bosnian mother: Inscribing these words In tar in pitch dark To the jawbones of dogs To the incisors of Mıstırovın To the grinders of Papazgali To the Sacrament of Reconciliation I consign them. utters her last words on the one hand via these lines; on the other hand she delineates the people who are in the position of hearing her screams. The poet’s stressing on ‘inscribing these words in tar in pitch dark” is very significant. The lines full of images aim at visualizing the harshness of the tragedy crystal clearly. The use of the expression ‘pitch dark’ referring to night which is already dark and the lines ‘inscribing these words in ‘tar’ in ‘pitch dark’ demonstrate the desperate situation and the excessiveness of the tragedy. Her addressee increase the tragedy of the mother. The mother consigns her words ‘to the jawbones of dogs’. This is the portrait of a person who is made depend on someone by whom he will be savaged and thus who surrenders. Reminding us that the Secretary General of The United Nations of that period was a priest, The poet criticizes him for being indifferent to the tragedy and he sees him as part of that ‘pitch dark’. Towards the final lines of this part of the poem, the mother addresses the conscience of the Christian world. The mother, who entrusts her screams to the Sacrament od Reconciliation by which they confess their sins and regain the grace of God, wants the Christian world to face this tragedy deemed proper to her as well while trying to remove their prior sins. In the last part of the poem, children, the greatest victims of the tragedy in Bosnia, speak: I’m a Bosnian child: -Muslims! I consign my song to you. Also my hands cut from wrists Released into the water Of the river flowing towards vast seas. While the mother addresses the conscience of the Christian world, the child addresses Muslims. The child consigns his ‘song’ to Muslims, through the lines of which we realize that his wrists are cut and the blood of his wrists mix with the flowing rivers. The ‘song’ of the child involves hope for future. Child represents hope. However, war fades this hope at a very young age. Just like the last will of someone who dies at a very young age, he desires Muslims to live a long life that he couldn’t. Looking at the poem from a broader perspective, on 406 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo the one hand, we can see that Bayazıt on behalf of humanity is remorseful due to the tragedy; on the other hand, we may say state that this disaster might be the harbinger of a new formation. Other poems written about Bosnia by and large have followed the framework led by Bayazıt. Though some of these poets haven’t been able to leave enduring mark in literature, they may be regarded important for the testimony they have given against this tragedy via their writings. In his poem named ‘Resurrection Pain’, Ahmet Emin Atasoy discusses the attack made in a bazaar on Sunday during the Bosnian war in a chapter entitled ‘Massacre’: There is grand Bazaar in Bosnia Here we see the greatest poverty The greatness of danger, fear and uncertainty On the freezing naked counters There sits a silhouette terrifying people The silhouette of sniper monsters … Know that it will be the monument of shame The grave dug in the middle of Sarajevo! (Atasoy, 2001, p.488) By using the expression ‘the greatest poverty’, the poet wants to mean that being deprived of the humanity is the greatest poverty. As a matter of fact, death caused by the bombs dropped there will remain as the monument of shame. One of the other writers who wrote poetry on the Bosnian war and whose writings involve poetic value is Hüseyin Yurttaş. His poem entitled ‘Lament for Sarajevo’ is pretty significant in terms of diction, meaning and sincerity: I could hear your name but never cared about the passing years Everything passed on the mournful fringe of an ash colored dome Screaming drops shouldn’t have reminded the past, your tears any more You, Sarajevo, were a city a long way from here I’m suffering brownout in Turkey As a poet grinding his voice (Atasoy, 2001, p.452) Initially, the poet expresses his sorrow for being have to look at Bosnia from distance. This feeling, which we can call the sorrow of being apart from Bosnia, is also the reason for the remorse that will be brought up throughout the succeding lines. The poet laments for being apart/being parted from Bosnia though he should be close. Rendering himself as ‘a poet grinding his voice’ is the evidence of his rebellious spirit againt what Bosnia experiences. In succeding lines, the poet discusses the casualties of Bosnia in a chronological order and then from the loss during the Ottoman State he passes to today’s war: … In the morning you woke up with your hands messed in blood Hey Sarajevo! the lost and foster land Where is the public? Where is the public? Death screams in the sky, entire body infected withepileptic sarcomas They have merciless hands pulling trigger They have savage eyes looking furiously They have brutal feet crushing Even the dead, even the dead, even the dead Too young Dying too young Sarajevo. ‘In the morning you woke up with your hands messed in blood’. This line suggests that Sarajevo, which is depicted as ‘the lost and foster land’, is contaminated with blood wantonly. The emphasis on ‘in the mornning’ remind us of the fact that Sarajevo was much like an innocent child who shouldn’t have involved in the battle conducted there. The contamination of everywhere with blood is the loss of this city. The loss of the 407 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo city is the loss of public. As a matter of fact, by asking Sarajevo ‘where is the public?’, the poet correlates the absence of public with blood. By the use of ‘they’, he discusses the brutality of those who shed blood in Bosnia. They are so cruel that they crush even the dead people. Repeating this three times, he attempts to manifest the greatness of the tragedy experienced there. Those who shed blood in Bosnia are so savage that they can’t stand even the dead people. These two lines ‘Too young/ Dying too young Sarajevo’ contribute diversity to the poem in terms of lexical depth and poetic diction. The poet compares Sarajevo to a child and by saying ‘dying too young Sarajevo’, he means that Bosnia experiences death which it does not deserve. The correlation between the city and child is related to the emphasis laid on innocence and cleanliness discussed at the beginning of the poem. The killing of the city despite all its cleanliness and innocence is the same as infanticide. In the final part of his poem, the poet expresses his remorse and sorrow for being incapable against the tragedy in Sarajevo: Sarajevo Not my hands, even this poem can’t reach you Forgive me Like a desperate scream in darkness I let go my verse. The poet asks for forgiveness from Sarajevo since even the poem can’t reach the city let alone run for help. This is the apology for only being able to scream desperately in darkness. Throughout the poem entitled ‘the Lament of Bosnian Children’ which belongs to the same poet, the innocence of children and also the brutal treatment of mankind against this innocence are discussed. In the course of the poem, the children, who are innocent in their own worlds, call people to account for the life they have been forced into: … These kids in fear Leaving the gates of the century Will ask that striking question Will the fingers point at you Will their stare Pierce your hearts ‘hey people! Where have you been? ‘Where have you been?’ (Yurttaş, 1996, p.130-131) The poet points out that mankind will definitely account for their indifference against all this atrocity, and children who are left to their own fates will stand upright and call humanity to account by asking ‘where have you been?’. What is striking in this interrogation is that their look ‘will pierce their hearts’. The stress brings to the fore that humanity won’t be able to get rid of the guilt of conscience due to this affront. Mücahit Koca witnesses this tragedy by including some poems into his book named The Book of Bosnia and he questions the indifference of humanity just as the same way other poets do. The portrayal of Bosnia in war drawn by the poet within the framework of realistic sense is significant: All the streets seem on fire Houses are like grave. No more any solid mosque The domes worn through The minarets collapsed Houses, roses are all on fire Trees are like fire ascending sky Grass fly sparks Sarajevo is the skeleton town Death patrols everywhere. (Koca, 1999, p.26-27) 408 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The above picture of Bosnia in war involves two significant points. The city is delineated as an entire fireground. The fire is so intense that even trees have turned into fire ascending sky. At this point, the poet focuses on two important points regarding the city: skeleton. All this fire has transformed the city into a skeleton. At the end of the poem, saying; ‘What happened in Andalusia came about in Bosnia’ the poet looks at the tragedy in Bosnia as the continuation of ongoing devastation fulfilled by Western civilization against Eastern civilization throughout the history. After drawing our attention to the tragedy in Bosnia, Hilmi Haşal calls out humanity to question themselves. The repitition of the following lines; Murderers Ask yourselves! (Atasoy, 2001, p. 478) is an attempt to remind humankind about their humanity. The poet calls out devastators to recall their being humans. Your pitch dark conscience purify? In the whirl of inhumanity From your bloody hands ‘Picth dark’ is a remarkable phrase. The poet sees devastators as people of ‘pitch dark conscience’ and by using an expression that is a reminiscent of the idiom ‘being brutal’ in Turkish, he reminds people about the deprivation of the sense of being humane. The use of ‘the whirl of inhumanity’ in the succeeding line enriches the meaning. The poet compares the killers to prisoners in the whirl of deprivation of humanity. In deed, they need to be pitied. They are deprived of humanity and they get stuck in the whirl of inhumanity. The use of the idiom ‘bloody hands’ supports the conviction of the killers and the state of their being stuck in the whirl of inhumanity. This idiom which also means the revolving of the killer around his victim gives the message that the criminals in Bosnia won’t be able to get rid of the massacre they carried out and they will be haunted by the blood they shed. Hilmi Haşal expostulates with inconsiderateness of people to the tragedy in Bosnia in his poem entitled ‘Lament for Bosnia’: The sunlight of Summer favouring death? Where is the kindness of civilization? Sold off the gongs of stoke market With the intrigues of batten. (Atasoy, 2001, p.503) The poet thinks that ‘civilization’ is just a discourse, they just think of their interests. Civilization is associated with ‘sold of the gongs of stoke market’ and he claims that beacuse the interest in the tragedy of Bosnia is not money spinner, the interest in it is too low. Nihat Kayabaşı also makes a Bosnian child speak out in his poem. In his short poem which consists of three parts, Mummy!Where did the soldiers kidnap my dad? Why was my sister locked in the room? Why were all her clothes torn into pieces? ... I’m so scared mummy Take me somewhere The soldiers don’t know (Atasoy, 2001, p.507) in a childlike manner, he is questioning the reason behind his father’s being kidnapped, his mother and sister’s being hurt severely by the soldiers of intruders. By manifesting the innocence of the child, the poet highlights the scale of violence. The child expresses the brutality via somehow childish questions. In the last part, although his desire to go ‘somewhere the soliders don’t know’ sounds like a childish question, actually it shows to what extent a child could be affected by such a tragedy, how deep he could feel it and that he is willing to get rid of the intruders whom he thinks to be the source of everything. 409 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo III- The beauties of Bosnia Arif Bozacı’s poem entitled ‘Sarajevo’ is a good example to show a different approach to Bosnia rather than the framework of war. As highlighted above, since the interest of Turkish poets in Bosnia increased especially after the war in the early 1900s, they dealt with the Bosnia under occupation rather that the Bosnia which is of great importance in terms of its natural and historical diversity. As a consequence, a gloomy and rebellious tone is dominant in poems. In this poem, a recollection of the daily life of the city is depicted: From the minarets Come sounds of prayer calls A flower blossoms In the pot In the window Of a house In Grand Bazaar Find their tongues Piegeons In the first Summer In Sarajevo. (Atasoy, 2001, p.442) In the first stanza, while regarding the sounds of prayer calls as the natural elements of this geography, on the other hand, the poet presents the image of a happy and peaceful city by referring to a blossoming flower in the window of a house. In the second stanza, pigeons cooing in Grand Bazaar are discussed as one of the symbols of Sarajevo. Stating that pigeons find their tongues in Grand Bazaar, the poet completes the portayal of a peaceful town which he started with prayer calls and flower in the first stanza. Conclusion In addition to its being among the first places conquered by Ottoman State, the Balkan geography is of great importance in terms of political and social events happened following the loss of this land as well. The conquest policy of the Ottoman civilization and the loss of this geography which got shaped within the framework of the concept of civilization had great effects on literature; during the period of Republic, this land was employed especially in the works of those who were born in this land and thus had organic ties with it. Even though the battles taking place in the early 1990s just after the demise of the communist bloc drew the attention of Turkish intelligentsia to this land, that interest was too low in comparison to the former one. Love bond between the two lands dwindled away by the passing years. However, there were still some poets and writers who wrote their feelings regarding this geography in the warmth of the loss felt on the first day. The most tragic of all the wars after the demise of the communist bloc was undoubtfully the one carried out in Bosnia Herzegovina. There were reflections of the tragedy of the Bosnian war on Turkish poetry to a particular extent. The reflections of the Bosnian war on Turkish poetry were penned, mostly in the course of war, as rebellion or sometimes as a lament against what was happening. The approaches of writers towards Bosnia with respect to war are almost the same. These can be summarized as follows: 9. First of all, the guilty conscience felt because of just watching the tragedy in Bosnia and apology to Bosnia become prominent. Being uneasy due to being able to do nothing against the war, poets express their shame of being obliged to apology only. 10. Passive attitude of humanity, especially Europe, against the tragedy is questioned and the death of humanity is stated. 11. Poets give importance to making specifically children and mothers speak in their poetry. It is possible to attribute this to the fact that war has the greatest impact on these groups. Additionally, the contradiction between the innocence of a child with the evilness of war must be influential on this. 12. Looking at these poems from poetic style, sometimes emotional content may surpass poetic aesthetic. However, it is seen that poetic level and intensive imagery are more dominant in the poetry of some poets like Erdem Bayazıt who has an enduring place in literature. 13. With respect to war-literature relationship, the effects of the Bosnian war on Turkish literature can be looked at mostly within the framework of the literature produced during the war. Considering the poems evaluated in this study, it is clear that most of them were written during the war. 410 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 14. In the aftermath of the war, it is seen that Bosnia was taken off the agenda of Turkish poetry, the tragedy experienced after the war wasn’t embodied as much as before. References ATASOY, Ahmet Emin, (2001), XV. Yüzyıldan Bugüne Rumeli Motifli Türk Şiiri Antolojisi, Asa Kitabevi, Bursa BAYAZIT, Erdem, (2003) Şiirler, Đz Yayıncılık, Đstanbul BELGE, Murat, (1980) ‘Edebiyatın, savaşa karşı bilincin gelişmesinde önemli rolü olmuştur’, Milliyet Sanat Dergisi, nu:10, 15 Ekim DUMAN, Haluk Harun&GÜREŞĐR, Salih Koralp, (2009), ‘Yeni Türk Edebiyatının Kaynakları’, Turkish Studies, c.4, Kış DUMAN, Haluk Harun, (2005), Balkanlara Veda, Duyap Yayınları, Đstanbul, 2005 GÜLŞEN, Hacer, (2008), ‘Milli Mücadele Döneminde Savaş Edebiyatımız’, Đlmi Araştırmalar, nu:25, Bahar KOCA, Mücahit, (1999), Bosna Kitabı, Sur yayınları, Đstanbul , 1999 LARNAC, Jean, (1963) ‘Đhtilallerin ve Savaşların Edebiyat Üzerindeki Tesirleri’, Yeni Ufuklar, nu:135 YURTTAŞ, Hüseyin, (1996), Yirminci Yüzyıl Ağıtları, Bilgi Yayınevi, Ankara, 1996 411 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 726 Title A name given to the resource The Reflections of The Bosnian War on Turkish Poetry Within the Framework of War-Literature Affinity Author Author COSKUN, Sezai Abstract A summary of the resource. The Balkans, which deterritorialized from the Ottoman geography to a great extend as of second constitutional period, taken up in Turkish literature with various aspects. The Balkan societies, one of the basic issues in the Second Constitutional Period press, were paid closer attention by the Ottoman intellectuals due o the emigrations to Istanbul. The fact that the Balkans deterritorialized from the Ottoman territory paved the way for number of poets and authors, especially the ones popular in the region, to write on the geography. This geography sustained its existence as a basic theme in Republican period literature. The Balkans, proclaimed their independence following the collapse of Yugoslavia, became a centre of focus for the Turkish intellects once again. However, this time the interest shown is lesser than those after the war of the Balkans. The Bosnian war became an effect to increase the gradually declining interest; various poets-writers carried the tragedies in the war to their poems-writings. In this study, focusing on the Bosnian war, consideration of Bosnia in New Turkish poetry will be examined in the context of war-literature relationship. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/2a333f7e319c702af222fdccc0555e06.pdf 3f5bec6835cc2c85f35141f3b1bb0388 PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo The Relation Between Businesses – Family Conflict And Role Uncertainty, Role Conflict And Work Satisfaction Şevket Yirik, Yusuf Yilmaz, Sedat Göçen, Osman Nuri Demirel, Abdullah Akgün, Hasan Kinay Akdeniz University, Turkey E-mails: yagmur185@hotmail.com, yusufyilmaz@akdeniz.edu.tr, sedatgocen@gmail.com, onuridemirel@mynet.com, akgun@akdeniz.edu.tr, kinay@akdeniz.edu.tr Abstract The objective of this study is to analyze the affects of the conflict between business life – family life on the employees’ attitudes towards work and their behavior patterns during work in the frameworks of the concepts. In this respect this study identifies the affects of business – family conflict on of role conflict, role uncertainty and work satisfaction. The universe of the research is constituted by 150 people who are among the members of Antalya World Trade Center. As a result of the hypotheses; there is a relation between the role uncertainty and role conflict perceived by the employees and work-family life conflict. Also, there is a relation between the role uncertainty and role conflict perceived by the employees and their work satisfaction. There is also a relation between work satisfaction and work-family life conflict. Keywords: Businesses – Family Conflict, Role Uncertainty, Role Conflict, Work Satisfaction 1. INTRODUCTION Is it possible that the employees may establish a healthy balance between their private and business lives by simultaneously being able to sustain their professional efficiency and to reserve sufficient time to their families in order to be happy? The importance of this proposed balance between business life and private life in professional success and household happiness is frequently accentuated by the publications concerning popular business life. Research undertaken till today indicates that providing the above-mentioned balance is difficult. The reason is that the business and family lives have constantly changing natures. When it is considered that business organizations are open systems, it can be easily stated that the organizing objectives, which shape the employee’s life, the organization’s culture and structure, the administrator’s directing style, business process, administration system shaping this process, the work definition of the employee, work requirements and standards are all elements and processes which are subject to changes. Besides, the employee’s family life is also quiet open to change since it is directly related with the family which is a social institution with biological, psychological, educational, social and legal dimensions. 94 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Therefore the relation between businesses – family life has also a changeable character. It is mostly probable that this changeable character leads to clashes in the personal life. When conflict is inevitable, one is obliged to manage the conflict (Efeoğlu, 2006: 1). 2. CONCEPTUAL INFORMATION 2.1. The Conflict between Business and Family Roles In our age, business life, which constitutes the major part of daily life, is the primary determinant of one’s personal life standards, expectations and future plans. Everyone has two roles shifting between work and home and inevitably reflects his / her professional problems to home and private problems to work. When the household roles and expectations of the family from the person is considered along with the long and concentrated work hours, the great personal load can be better appreciated. One’s expectations concerned with work and home point to success in his / her roles together with the feelings of satisfaction and tranquility. The conflict between businesses – family is defined as the clash of roles that happens due to the disaccord between the role expectations originating from work and family (Greenhaus et al., 1989: 313). If the working member of the family is a married person also being a mother / father, this means that his / her workload is heavy. The work – family conflict emerges when one has more than one role. The theories about being overloaded and obscured state that high work conflict brings together the conflict of work – family. Business facts such as role uncertainty, role clash, high intellectual and physical effort, psychological pressure due to heavy workload, insufficiency of time, milieu under stress etc., are directly related with the work – family conflict (Higgins & Duxbury, 1992: 392-393). Problems due to the dual roles related with work and home is accompanied with clash of roles. The reason of the role clash is the incompatibility of these roles attributed to one person (Çarıkçı, 2001). Acquisition of more than one role and disaccord between these roles lead to role stress. The concepts of role stress and role clash is more related with the nature of the role than with individual incapabilities in the accomplishment of the role. The individual gets disappointed due to this situation (Özgüven, 1989: 35). The greatness of the clash between work – family roles forces one to choose between the family or work and this results in dissatisfied and pessimist behavior. The work-family conflict is two-directional: work-family conflict happens when the work does not let one fulfill the family role, while the work-family conflict happens when the family does not let one fulfill the work role (Duxburry at al., 1994: 450). The work-family conflict is a multidimensional and multidirectional process. While the level of attachment of the person to his / her work or family, the problems experienced at home or work and the requirements and expectations of the family or work determine the situation before the conflict, as a result of the conflict, one’s satisfactions with the life at home or work and related with this, one’s general level of satisfaction with the life may decrease (Jackson et al., 1985: 575; see Çarıkçı, 2001). 95 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo The simultaneous requirements of work and family may lead to stress on the person and may direct the person to thinking his preoccupations. It can be argued that the work-family conflict is a result of the clash between three roles: being at the same time mother / father and wife / husband. Because of this situation, the responsibilities of the individual increase and roles may be complicated with each other (Carlson & Kacmar, 2000). 2.2. Role Uncertainty Different definitions of role uncertainty agree on the fact that it emerges due to the individual’s insufficient information about his / her roles. Role uncertainty within an organization is defined as the uncertainty of professional expectations from the employee and the insufficiency of orientation about his / her role in the work environment (Şimşek & Aslan, 2007: 725). Özkalp and Kırel analyze the types of role uncertainty under two main groups (Kundakçı, 2003): • Mission Uncertainty: It is the ambiguity about the missions or duties of the employees working for an organization. It has different levels according to the shortage of information and definition on the mission. • Social – Emotional Uncertainty: It is the situation when the employee does not know how he / she is evaluated by others. Uncertainty happens because the criterions of evaluation are not clearly defined. The individual experiencing this problem does not know into which extent he / she is necessary for the organization and this may lead to dissatisfaction. 2.3. Role Conflict Role conflict is the problem of an individual who has conflicting roles and who is obliged to fulfill the requirements of these roles at the same time. In this case, the individual neglects one of these roles for the sake of accomplishing the other one. In another sense, this is a psychological situation originating from the disaccord between the inner and outer worlds of the individual (Randolph & Posner, 1981: 89). For Stanley (Stanley, 2006: 32) this problem is mostly observed in employees working in the field of medicine. The most frequent reason of their problem is the hidden clash between the clinic roles related with the professional values and administrative roles related with the organizational values. Kahn and his friends classify the types of role conflict as the inner conflict of the role sender, the conflict amongst the role senders, the conflict between the roles, the conflict between the individual and the role and excessive load of roles (Kundakçı, 2003): • the inner conflict of the role sender: In this case the expectations of the person who requires the role are conflicting with each other. Hence fulfilling one requirement may render the 96 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo other impossible. For instance, a man who wants to be successful in his husband and father roles by at the same time being obliged to work hard, exemplifies this case. • the conflict amongst the role senders: When there are more than one role senders with clashing requirements this creates a tension on the role obligator. • the conflict between the roles: This problem is observed when a role obligator responsible for many requirements cannot decide which role is the most important one. • the conflict between the individual and the role: This is the dissonance between the personal values, faiths, preoccupations and capabilities of the role obligator and the requirements of his / her role. • the excessive load of roles: This is the loading of roles which exceeds the capabilities of an individual. 2.4. Work Satisfaction An important portion of one’s lifespan passes at the work environment. For this reason, one’s level of satisfaction at work considerably affects his / her overall life and pleasure felt through work and the resultant positive affect of this on the life gradually improve psychological and physiological health. This leads to happiness in family life and efficiency in business organization (Örücü at al., 2003). One of the most important factors, which determine the employee’s behavior patterns at the business organizations, is their level of contention with their job. It is difficult to define work satisfaction because it is an abstract concept. Although generally definitions of work satisfaction are similar, there are still different definitions of this term. These definitions may be summarized as follows: in its most basic sense, work satisfaction is one’s positive attitude towards his / her work ( Noe at al., 2004: 325). This definition regards work satisfaction as a feeling. In general, work satisfaction is the employees’ positive or negative reactions against situations that constitute the overall working milieu. (Özgüven, 2003: 127). Work satisfaction may also be defined as the pleasure or positive behavior reached at the end of an evaluation of working milieu. (Babin & Griffin, 1998: 128). This definition emphasizes the behavioral dimension of the concept. Therefore employees’ feelings concerning any kind of work-related situation constitute work satisfaction. Dikmen argues that work satisfaction is an emotional rather than intellectual reaction against work. (Dikmen, 1995: 116). This definition emphasizes the emotional rather than cognitive dimension of the concept. 3. DEVELOPMENT OF HYPOTHESES 3.1. The Relation between Work-Family Life Conflict and Role Stress Role is the process or activity which is expected from an employee by others. The following features of role differentiate it from mission: Some of the activities and processes undertaken 97 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo for the requirements of the role may not be related with the mission of the employee, those who expect roles may be someone else than the superiors. However, the processes and activities undertaken for the fulfillment of the mission is related with the objectives of the business organization and the accomplishment of these tasks are required by superiors in the basis of legal documents (Başaran, 1982). Role conflict happens when expectations emerging from the roles assigned to the employee clash with each other. In other words, role conflict occurs as a result of the state of ambivalence due to different and contradictory roles. On the other hand, as the role of the employee becomes more indefinite, the intensity of the employee’s ambivalence increases. The factors that increase role uncertainty are employee’s lack of information concerning his / her authorizations, responsibilities and employer’s expectations, non-existence of a clear definition of the work and planned objectives and required standards regarding the work, incertitude about the efficient usage of time during work. Role conflict increases when the works that have to be done by the employee are quite varied and unrelated with each other, when there are insufficient number of personals to fulfill the given task, when the employee is sometimes obliged to violate certain rules for the accomplishment of the task, when the employee is in relation with working groups which take part in quite different components of the business organization, when the employer receives contradictory requirements during the work. The following hypothesis is derived in order to assess the nature of the relation between role conflict, role uncertainty and work-family conflict: H1: There is a relation between role uncertainty and role conflict perceived by the employee and work-family life conflict. 3.2. The Relation between Role Stress and Work Satisfaction Work satisfaction is the gratification due to the harmony between the character of work and personal expectations and character (Fisher, 2001). Work dissatisfaction, on the other hand, is the incapability of the work in fulfilling the professional expectations. The following hypothesis is derived in order to assess the nature of the relation between the constituents of role stress and work satisfaction: H2: There is a relation between role uncertainty and conflict perceived by the employee and work satisfaction. 3.3. The Relation between Work-Family Life Conflict and Work Satisfaction While the pre-conditions of conflict is constructed by the level of one’s attachment to work or family, the problems one experiences at work or family and obligations originating from work or family, as a result of the conflict, there may be considerable decrease in one’s satisfaction concerning work and family life and general life. (Jackson at al., 1985: 575). 98 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo The more employees realize that their institutions support family, the more they make advantage of existing work-family benefits and the less they experience work-family conflict. In addition, these kinds of employees become more satisfied with their work, their institutional engagement increase and their tendency to hand over their jobs decrease. On the other hand, the employees which think that their institutions support their families very little, experience work-family conflict even after the administrative support and population-related parameters are controlled. Because of this, the improvement of the enterprise culture in a family supportive direction is the prerequisite for using the advantages of family supportive policies. (Donovan & Halpern, 2002: 32). Work satisfaction is a central issue also from the viewpoint of work-family conflict. The level of the employees’ work satisfaction is mostly related with their companies. Employers give importance to employees’ gratification because they think that this factor increases work efficiency and decreases the handing over of the jobs and firm costs. Therefore, in the context of the current environment of professional competence certain fields of specializations emerge. The reason of the companies’ effort to gratify their employees is the high level of efficiency presented by the satisfied employees. The following hypothesis is derived in order to assess the nature of the relation between work-family conflict and work satisfaction: H3: There is a relation between work satisfaction and work-family life conflict. 4. METHODOLOGY AND ANALYSIS 4.1. The Objective of the Research The objective of this study is to analyze the effects of the work-family life conflict on the employees’ attitudes towards work and their behavior at work in the framework of the concepts of Role Conflict, Role Uncertainty and Work Satisfaction. In so doing, this part will identify the effects of the work-family life conflict on Role Conflict, Role Uncertainty and Work Satisfaction. 4.2. Sample Selection and Data Collection The data used in this research is composed of primary type information. Questionnaires are collected by using face-to-face communication method. The universe of the research is constituted by the members of Antalya World Trade Center during 2010. The sample concerned with the research is formed as a result of coincidental sampling method. A total of 150 completed questionnaires were received. 4.3. Scales Used During the research, a questionnaire form composed of the variables is set up in order to render the hypotheses measurable. The study plans to use the 10-entried Work-Family Life Conflict Scale developed by Netenmeyer, Boles and McMurrian (1996) ; 6-entried Work 99 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Satisfaction Scale developed by Rusbult and Farrell (1983), 14-entried “Role Conflict and Role Uncertainty Scale” and “Personal Information Form” developed by the author. The resultant evidence will be evaluated by using the SPSS 17.0 program. 5.FINDINGS 5.1. Demographical Characteristics Age: 23,3 % of the participants are between the ages of 26 – 33, while 36,7 % are between 34 – 41, 23,3 % are between 42 – 49 and 16,7 % are 50 and above. Age Percent Cumulative Valid Percent Percent 26–33 35 23,3 23,3 23,3 34–41 55 36,7 36,7 60,0 42–49 35 23,3 23,3 83,3 50+ 25 16,7 16,7 100,0 Total 150 100,0 100,0 Frequency Valid Education: 3,3 % of the participants are primary school graduates while 20 % have secondary school, 43,3 % have high school, 30 % have university (bachelor) and 3,3 % have post-graduate degrees. Education Valid Primary School Secondary School 100 Frequency Percent Cumulative Valid Percent Percent 5 3,3 3,3 3,3 30 20,0 20,0 23,3 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo High School 65 43,3 43,3 66,7 University (Bachelor) 45 30,0 30,0 96,7 Post-Graduate 5 3,3 3,3 100,0 Total 150 100,0 100,0 Profession: The professions of the participants are given below. The most frequent professionals are teachers, journalists and public relations specialists. Profession Frequency Percent Cumulative Valid Percent Percent 50 33,3 33,3 33,3 25 16,7 16,7 50,0 Public Relations 25 16,7 16,7 66,7 Manager 25 16,7 16,7 83,3 Vice-manager 25 16,7 16,7 100,0 Total 150 100,0 100,0 Valid Teacher Journalist 5.2. HYPOTISES TESTING H1: There is a relation between role uncertainty and role conflict perceived by the employee and work-family life conflict. Correlations Role Conflict and Role Uncertainty Role Conflict and Role Pearson Correlation 1 101 Work-Family Conflict ,285** �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Uncertainty Sig. (2-tailed) N Work-Family Conflict ,000 150 Pearson Correlation ,285** Sig. (2-tailed) ,000 N 150 150 1 150 **. Correlation is significant at the 0.01 level (2-tailed). The value of the Correlation coefficient Sig. (2 tailed) is found 0,000. H1 is accepted. There is a relation between role uncertainty and conflict perceived by the employee and workfamily life conflict. This relation is a positive weak Correlation at the value of 0,285. H2: There is a relation between role uncertainty and conflict perceived by the employee and work satisfaction. Correlations Role Conflict and Role Work Uncertainty Satisfaction Role Conflict and Role Pearson Correlation 1 Uncertainty Sig. (2-tailed) N Work Satisfaction 150 Pearson Correlation -,742** Sig. (2-tailed) ,000 N 150 -,742** ,000 150 1 150 **. Correlation is significant at the 0.01 level (2-tailed). The value of the Correlation coefficient Sig. (2 tailed) is found 0,000. H1 is accepted. There is a relation between role uncertainty and conflict perceived by the employee and work satisfaction. This relation is a negative strong Correlation at the value of 0,742. 102 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo H3: There is a relation between work satisfaction and work-family life conflict. Correlations Work Satisfaction Work Satisfaction Pearson Correlation 1 Sig. (2-tailed) N Work-Family Conflict Work-Family Conflict -,328** ,000 150 Pearson Correlation -,328** Sig. (2-tailed) ,000 N 150 150 1 150 **. Correlation is significant at the 0.01 level (2-tailed). The value of the Correlation coefficient Sig. (2 tailed) is found 0,000. H1 is accepted. There is a relation between work satisfaction and work-family life conflict. This relation is a negative mediocre Correlation at the value of 0,328. 6. CONCLUSION The majority is between the ages of 34–41. Most of them are teachers, journalists and public relations specialists. Most of them have high school education as 43,3 % and university (bachelor) education as 30 %. 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A Longitudinal Test of the Investment Model: The Impact on Job Satisfaction, Job Commitment and Turnover of Variations in Rewards, Costs, Alternatives and investments. Journal of Applied Psychology, 68(3), 429–438. Stanley, D. (2006). Role Conflict: Leaders and Managers. Nursing Management, 13(5): 31– 37. Şimşek, M. Ş. & Aslan, Ş. (2007). Mesleki ve Örgütsel Bağlılığın, İşin Özellikleri, Rol Stresi, Örgüte İlişkin Davranışsal Sonuçlar, İş ve Yaşam Doyumuyla İlişkilerinin Araştırılması. 15. Ulusal Yönetim ve Organizasyon Kongresi, Sakarya: 724–733. Sustainable women policies in local administrations Isparta practice Nesrin Şalvarci Türeli,Nedret Çağlar Süleyman Demirel University, Isparta Turkey E-mails: nesrintureli@sdu.edu.tr,nedretcaglar@sdu.edu.tr Abstract Nowadays, feminine policies have begun to set the agenda economically, socially and politically. Resolving inequality and sexual apartheid in community and sustaining it, is a fundamental principle of democracy. This principle also, constitutes one of the fundamental principles of the sustainable development. Therefore, while making feminine policies sustainable and generalizing in community, there are a lot and different things to do for different institutions, and there is a need to handle this subject integrated and cooperatively. In this study, local governments’ feminine studies and sustainability of this are worked on. For this purpose interviews have been made, studies of institutions are investigated on site 105 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1102 Title A name given to the resource The Relation Between Businesses – Family Conflict And Role Uncertainty, Role Conflict And Work Satisfaction Author Author Şevket, Yirik Abstract A summary of the resource. The objective of this study is to analyze the affects of the conflict between business life – family life on the employees’ attitudes towards work and their behavior patterns during work in the frameworks of the concepts. In this respect this study identifies the affects of business – family conflict on of role conflict, role uncertainty and work satisfaction. The universe of the research is constituted by 150 people who are among the members of Antalya World Trade Center. As a result of the hypotheses; there is a relation between the role uncertainty and role conflict perceived by the employees and work-family life conflict. Also, there is a relation between the role uncertainty and role conflict perceived by the employees and their work satisfaction. There is also a relation between work satisfaction and work-family life conflict. Keywords: Businesses – Family Conflict, Role Uncertainty, Role Conflict, Work Satisfaction Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General)